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Youthpass

Making the most of your learning

Youthpass Guide

Youthpass Guide

Table of Contents

Foreword
Introduction: Youthpass is here!

Part A: Youthpass in context


A1 What is Youthpass?

page 5

A2 Getting interested in non-formal education and learning

page 7

A3 Hitchhikers guide to recognition in the youth field

page 13

A4 You hold the keys to Lifelong Learning

page 19

A5 Youthpass more than a certificate of participation

page 25

Part B: Questions and answers


B1 How to support learning

page 30

B2 Youthpass in practise Action 1.1 and 3.1 Youth Exchanges

page 46

B3 Youthpass in practise Action 2 European Voluntary Service page 65


B4 Youthpass in practise Action 4.3 and 3.1 - Training Courses

page 83

B5 Youthpass in practise Action 1.2 Youth Initiatives

page 99

Part C: Appendices
Editorial information
Notes on contributors

Youthpass Guide

foreword

Foreword

Youthpass was developed to improve the recognition and validation of non-formal learning in the
Youth in Action programme. The decision to do so was based on a clear need for participants and
organisers to affirm their participation and to reflect on the learning outcomes of the programme.

Open to ALL young people irrespective of their social, educational or cultural background, the Youth
in Action programme provides hundreds of thousands of young people with the unique opportunity
to explore and experience the meaning of inclusion and respect for diversity in a concrete way.

It is also a chance to develop new skills and competences in non-formal and informal settings. By
providing an additional source of learning, the Programmes activities are particularly relevant to
young people with fewer opportunities.

For the first time in the European Union, Youthpass provides an instrument that truly recognises
what young people gain from their active participation in the Youth in Action Programme.

Already in the White Paper A new impetus for European Youth the innovative impact of youth work
was described as part of the overall package of Lifelong Learning measures which demands greater
recognition as well as greater complementarities with formal education and training.

In May 2006 the Youth Ministers of the European Union highlighted that the Youth in Action
Programme makes an important contribution towards gaining competences.

Youth exchange programmes, for instance, foster ability in communication in the mother tongue
as well as in a foreign language. Participation in activities in the youth field in general support
the development of social, intercultural and civic competences. So it is only natural that the
development of Youthpass was based on the Key competences for Lifelong Learning that were
adopted by the European Parliament and the Council in December 2006.

Youthpass will support young people to make best use of the experiences they have had during
their participation in the Programme. In the coming months every participant of a Youth Exchange,
Voluntary Service or a Training Course in the Youth in Action Programme will have the opportunity to
obtain a Youthpass. Other Actions of the Programme will be covered soon.
Therefore it is with great pleasure that today we can present this manual on Youthpass. It serves
both as a helpful resource for everyone working with young people and responsible for issuing
Youthpass, and at the same time, as a background to understanding the importance of better
recognition of non-formal learning in order to improve social inclusion and employability.
Let me kindly invite you to discover what can be learnt and experienced from our Programme and
how we wish to make it more visible and useful for young people.

Happy reading!
2 Pierre Mairesse
Director for Youth, Sport and Relations with the Citizen
Directorate-General for Education and Culture
European Commission

Youthpass Guide

Introduction

introduction

Youthpass is here!

What you are reading now is the result of two years work and engagment by a wide range of
people to prepare for the implementation of Youthpass. Test phases have been run in thirteen
countries across Europe, involving hundreds of young people, together with youth workers, trainers,
representatives of youth organisations, national authorities, employers and other stakeholders.

This publication is here to help you


>> understand the background to the development of Youthpass
>> think about learning and help others to check their learning
>> use Youthpass for different activities in the Youth in Action Programme
>> connect to and use the technical tools available on the internet to produce Youthpass certificates
>> orientate yourself towards finding out more about background topics such as the political
>> context and earning in theory and practice.

Everyone will start using this publication at the part they need. Part A could be described as the
minds on section, (things to think about), looking at the background to Youthpass and outlining
the main ideas and concepts. Part B form the hands on section, looking at how Youthpass is to be
used and describing what is needed to put it into practice.

So:

Go to: www.youthpass.eu

Go to: Part B2-B5


Youthpass in Practice

Go to: Part B1
How to support learning

Go to: Part A5
Youthpass more than
a certificate

Equipment and
programmes needed to
produce certificates
Step-by-step guide
to using Youthpass in
each Action
Tips and ideas
on helping people learn
to learn

A quick overview
of Youthpass

If you are
interested in

What makes Youthpass


different?

Go to: Part A1
What is Youthpass?

Some ideas on
the importance of
non-formal learning

Go to: Part A2
Getting interested in
non-formal education

What recognition
really means

Go to: Part A3
Hitchhikers guide
to recognition

The background to
European developments

Go to: Part A4
You hold the keys to
Lifelong Learning

Many thanks to all those who have contributed in many different ways to helping make this all a
reality!

A. Youthpass in context

A1

What is Youthpass?
2 Rita Bergstein and Mark Taylor

Youthpass is a new way for participants in the Youth in


Action Programme to describe what they have done and to
show what they have learnt. (Up until now the only people
to have standardised proof of this through a certificate
were participants in European Voluntary Service). Starting
with Youth Exchanges, EVS and Training Courses, every
participant will have the opportunity to get their Youthpass
and other Actions will be added as time goes on.

Youthpass IS

a confirmation of participation by the organisers of a


specific activity

a description of the activity (at the moment this includes
participation in Exchanges, Voluntary Service, or Training
Course other Actions will be introduced later)

an individualised description of
- activities undertaken
- learning outcomes

a certificate for people participating in Youth in Action
Programme activities

a tool which puts the Key competences for Lifelong
Learning into practice

firmly based on principles of non-formal education and
learning

supported by the Youth in Action Programme of the
European Commission

a way of improving visibility of learning in the Youth in
Action Programme

an explanation of Youth in Action Programme activities
which can be understood by people outside the youth
field

We shall go into much more detail in this publication about


how Youthpass can be used and the different steps needed
to make the most of the opportunities involved here we
just want to give an outline of the basics. And this includes
also making sure that there is no confusion about what
Youthpass is NOT!

Youthpass IS NOT

something which gives any rights to the holder

a formal accreditation of competences

a replacement for any formal qualifications

available to demonstrate learning outcomes from


activities undertaken in the YOUTH programme (which
came to an end in 2006)

A. Youthpass in context

A1. What is Youthpass?

What all this is based on, how participants look at


themselves and their learning and how they can be
supported and use the experience are things we will see
in the following chapters!
Raising awareness of Youthpass and its implementation
will be a huge task and we will need the cooperation and
support of a whole range of potentially interested people
and organisations, such as:

Individual
participants

Educational
institutions

Youth workers, leaders


and trainers
Potential
employers
Organisations
involved
European
Commission

Stakeholders in
Youthpass
Youth
services

National
governments
National Agencies
of Youth in Action
Local
authorities

You will find much more discussion on the involvement


of Youthpass stakeholders in chapter A5 Youthpass -more
than a certificate. Here it is enough to state that experience
up to now has shown great interest and motivation from all
sectors.

A. Youthpass in context

A2

Getting interested in non-formal


education and learning
2 Mark Taylor

In this publication and in lots of other places associated


with the Youth in Action Programme, you will find references
to learning and, especially, to non-formal education and
learning. Why is this? What is the point? This chapter tries
to go into some of the reasons and to show why we should
even bother to start getting interested in all this stuff. See
what you think!

What place does youth work have in education and


learning?
Those who are involved in youth work have known for a long
time that young people gain a lot from it (and not all of that
is concerned with grand educational aims!). But it is also
true that people outside the youth work field often give it a

youth exchanges

low priority, do not always know what young people gain,


nor do they have an understanding of what youth work can
contribute more generally to society. Youth work itself is
difficult to put into one box: if you look at the situation
in different countries, youth work may be supported by
education ministries, youth work ministries or even leisure/
tourism ministries. Practitioners may be paid or voluntary
and they may have learnt mainly through experience or
through a formal educational qualification programme. For
some, youth work is mainly about encouraging the active
involvement of young people in society; for others it is an
open space for learning; and some see it as a form of social
control. This is not very surprising because youth work
can be found in a wide variety of contexts. Here are some
examples:

informal meetings in
cafs, on the streets

long-term membership of
a youth organisation

after-school clubs

Youthwork
examples
youth wings of political
parties

activism concerning a
particular hot topic

one-off environmental
projects

attending a youth club


sports clubs

> What other types of youth work do you know?

A. Youthpass in context

A2. Getting interested in non-formal education



and learning

Disputes about the concepts of education and learning are


as old as Socrates and it would take far more space than we
have available to go into all the definitions, links and views
about this. The publications and websites listed at the end
of this chapter can help you go deeper into the subjects.
(And when this chapter is translated into other languages,
we will find more exciting challenges, for example, in trying
to see where the German concepts of Erziehung and
Bildung fit into the arguments!).
Along with others like the European Youth Forum we
have found it useful for the sake of clarity to differentiate
between:

Education as a system
and

mixture of elements from both. If we try to imagine where


to place youth work here, it is possible to see it on the
spectrum as a mixture of non-formal and informal elements:

formal ... (non-formal) ... informal


> Where would you place your youth work
experience?

If we follow the principles of Lifelong Learning, then youth


work provides complementary learning opportunities to
formal education and has a contribution to make that should
be recognised both for the individuals concerned and for
the field itself.

Learning as a process
So, non-formal education can be seen as a system outside
formal education which brings together resources, people,
objectives, tools and methods to produce a structured
learning process.
These thoughts naturally throw up a lot of questions about
how the different types of learning are linked together and
how to distinguish between formal, non-formal and informal
elements. Without wanting to be too simplistic, the current
consensus (see the Pathways to Validation reference at
the end of the chapter) seems to be that:
>> informal learning happens nearly all the time in daily
life (at home, on the street, in cafs, etc) but it is not a
planned activity;
>> non-formal learning is voluntary, is assisted by others
and is planned;
>> formal learning is structured, regulated from the outside
and involves some form of certification
Nowadays, we refer to informal and non-formal learning as
providing the framework for the educational approaches
seen in youth work. Everything depends on the context
within which we use such terms. Many now like to see the
different forms of learning in a kind of spectrum.
Researcher Helen Colley and her colleagues (see the
references at the end of this chapter) put forward the idea
that it is virtually impossible to find any educational activity
which is only formal or only informal most contain a

For more details about recognition of non-formal learning


and European developments, have a look at the two
following chapters:
A3: Hitchhikers guide to recognition in the youth field
A4: You hold the keys to Lifelong Learning

So what do we get out of non-formal learning?


Before we go any further, we need to be clear that youth
work does not equal non-formal learning, or vice versa!
So, maybe its more interesting to see both as overlapping
circles:

youth work
non-formal
learning

youth work in
which learning is
encouraged

A. Youthpass in context

A2. Getting interested in non-formal education



and learning

Non-formal learning takes place in many contexts, such as


training on the job in a factory. But youth work is not only
about learning, it can also be about getting involved or the
pure joy of being together having fun! Within youth work we
can plan our learning, AND we are also lucky enough to be
able to take advantage of things which happen unexpectedly
use our flexibility and direct contact with the here and
now.

> What do you think young people learn


through participating in youth work?
One of the great challenges we face at the moment is to
make the learning that undoubtedly occurs in youth work
more explicit. The learning that takes place within youth
work is often invisible, both to those within and outside
the field. And if we call it non-formal or even informal
learning, then there is a danger that people will think it is
inferior to anything produced within the formal education
system as it doesnt usually result in formal qualifications
based on exams. Yet in the context of an individuals life,
what he or she has learnt by taking part in youth activities
may have just as big an impact (or bigger) on the quality of
their lives. Have a look at the chapter B1 How to support
learning for tips and ideas on planning and making learning
more visible within the Youth in Action Programme.
Over the past few years, we have seen a growing realisation
that non-formal learning makes a major contribution to
young peoples lives within three main interlinked areas:

Personal development

Employability

At each point of the triangle we can think of many learning


themes which can be made more visible than they have
been in the past. Some inter-linked examples are provided
here:
For personal development: looking at how I am growing up;
what do I want to be and do? how do I live and cooperate
with others? how do I learn? gaining insight into my
strengths and weaknesses
For active citizenship: how does my youth work participation
link with the wider society? what initiatives do I take to
include others in what we do? to what extent do I put
into practice that slogan about thinking globally, acting
locally? how do we act democratically? where do human
rights need to be protected? how can I make a difference?
For employability: what soft skills do I need to be effective
in teamwork? how do I take the initiative? what are my
hard skills in relation to project management (budgeting,
planning, risk assessment, etc)? how can I describe what
and who I am to others?
What else would you put under the triangle headings if
you were looking at activities within the Youth in Action
Programme?

How do we know if our non-formal learning is any


good?
Of course, the mere fact that you have participated in a
Youth in Action Programme activity is in itself no proof of
learning. For learning to happen, the activity (and your
participation) must be CONDUCIVE to learning. It must be
GOOD - it must be of high QUALITY. But what exactly is
quality in non-formal learning? Peter Lauritzen head of

Active Citizenship

10

A. Youthpass in context

A2. Getting interested in non-formal education



and learning

the youth section in the Council of Europes Directorate of


Youth and Sport gave a powerful answer in an interview
with the Serbian NGO Hajde da [which we summarise here
in bullet points] outlining what to consider when assessing
whether a given non-formal learning project is of high quality:
>> clarity of aims and objectives
>> appropriate material learning conditions
>> trained staff (voluntary or professional)
>> learner-centredness
>> solution-focused
>> variety of methods used
>> good balance between individual and group learning
>> appropriate amount of time allocated to learning,
relaxation and private time
>> room for intercultural relations and reflection of their
influence on the learning process

And Peter goes on to say that quality standards [for


non-formal learning] should grow out of a process of
development and gradual agreement between public
authorities and learning providers in co-operation with
the research community. This should lead to an agreed
assessment system, the training of assessors and the
implementation of an efficient and transparent system.
One of the most recent examples of such a process
happening has been the development of the European
Portfolio for Youth Workers and Youth Leaders (see the
reference at the end of this chapter). A whole range of
stakeholders were brought together to devise a framework
for practitioners to look at themselves and their youth work
within a context of non-formal learning. It is important to
note that the Portfolio is only one step towards defining
quality standards in youth work in Europe we shall have to
see over the next few years how the youth work community
makes use of it.
We have quite a long way to go before quality standards
in non-formal learning are fully agreed and the whole
Youthpass process will serve as a useful map for us to
follow and to learn from as we go!

>> good knowledge of previous learning histories and good


information on intended use of the learning
>> reasonable balance between cognitive and skills training
attraction of and in the learning process
>> self-reflection
>> assessment of progress and difficulties
>> self assessment
>> group evaluation.

> What would you add to or change from this list


when you look at your own practice?

A. Youthpass in context

A2. Getting interested in non-formal education



and learning

links

References and further information


There are an increasing number of publications, papers and reports on these vital issues the
website which also hosts the Youthpass will contain many of them. Here are some starting
points:

Non-formal education and learning - background

The theme of the June 2006 issue of Coyote magazine (published by the Partnership between the
Council of Europe and the European Commission) is non-formal learning and education from the
perspectives of the relevant European institutions, youth organisations and practitioners.
http://www.youth-partnership.net/youth-partnership/publications/Coyote/11/Index
[Accessed 15 September 2008]

Explore the history of and current developments in informal and non-formal education on the
informal education homepage:
http://www.infed.org/
Two good examples of the thinking available here are Alan Rodgers article on a new paradigm
for non-formal and informal education:
http://www.infed.org/biblio/non_formal_paradigm.htm
and the piece by Helen Colley, Phil Hodkinson & Janice Malcolm on the relationships between
informal, non-formal and formal learning:
http://www.infed.org/archives/e-texts/colley_informal_learning.htm
[Accessed 15 September 2008]
The UNESCO Task Force on Education for the 21st Century, including the Delors report:
http://www.unesco.org/delors/
[Accessed 15 September 2008]
A very useful internet forum on the Identification and Validation of Non-formal and Informal
Learning for practitioners and academics is provided by the European Centre for the
Development of Vocational Training (Cedefop):
http://communities.trainingvillage.gr/nfl
[Accessed 15 September 2008]

European Union
A broad introduction to the contribution of education and training to the Lisbon strategy:
http://ec.europa.eu/education/index_en.html
[Accessed 15 September 2008]
Resolution on the Recognition of the value of non-formal and informal learning within the
European youth field decided by the EU Council of Ministers:
http://europa.eu/scadplus/leg/en/cha/c11096.htm
or
http://tinyurl.com/m7ske
[Accessed 15 September 2008]

11

A. Youthpass in context

A2. Getting interested in non-formal education



and learning

links

The Bridges for Recognition conference report is full of examples from around Europe of
initiatives on giving recognition to different forms of youth work.
http://www.salto-youth.net/bridgesforrecognition/
[Accessed 15 September 2008]

Council of Europe

Youth Directorate of the Council of Europe:


www.coe.int/youth
This is also where you will find the European Portfolio for Youth Workers and Youth Leaders
freely available for download:
www.coe.int/youthportfolio
[Accessed 15 September 2008]

Recommendation of the Committee of Ministers on the promotion and recognition


of non-formal education/learning of young people
http://tinyurl.com/z52r7
[Accessed 15 September 2008]

Partnership between the European Commission and


the Council of Europe in the field of youth
Pathways 2.0 towards recognition of non-formal learning/education and of youth work in Europe
http://tinyurl.com/6a5b4a9
[Accessed 11 October 2011]

European Youth Forum


Position papers of the European Youth Forum on the role of youth organisations as providers of
non-formal education/learning can be found here:
http://www.youthforum.org/en/policy_papers.htm
[Accessed 15 September 2008]

12

13

A. Youthpass in context

A3

Hitchhikers guide to recognition of


non-formal learning in the youth field
2 Darko Markovic

What do I get?
Oh, what do I get?
Buzzcocks
At the moment many formal, non-formal and informal
discussions are taking place on how to get better
recognition for learning in the youth field. Some people
think there are already enough opportunities to gain
recognition, others have strong concerns about formalising
the non-formal, others still argue it is a waste of resources,
while some believe it is just the right moment to work on the
development of new recognition strategies. Obviously, for
many different reasons, the issue of recognition touches the
very heart of youth work and non-formal education, leaving
barely anyone participating in those discussions totally
indifferent1.
Following these hot discussions, it seems that some of the
main questions related to recognition are: How can we bring
the institutional policy objectives and the realities of youth
work in Europe closer? What are the main challenges and
the stretch zones for us, youth workers/leaders, mentors
and trainers, in this process? What are the potential dangers
and pitfalls for youth work and non-formal education? And
what might be the potential benefits for the young people
we work with?
Already knowing that the definitive answer is 422, this
chapter still dares to address the above questions, while
offering a brief guide for reflection and answers to some
major dilemmas related to recognition for learning in the
youth field. So, fasten your seat belts

Current policy situation at European level


In May 2006 the Council of the European Union adopted a
Resolution on the recognition of the value of non-formal
and informal learning within the European youth field.
In this resolution the Council states that the work and
achievements of young people and those active in youth

work and youth organisations deserve greater recognition


in order to enhance their value and visibility, and should be
given due consideration by employers, formal education and
civil society in general.3 The Council also invites Member
States and the European Commission to get involved in
the development of youth-specific recognition tools for
identifying and recognising the skills and competences
acquired by young people through non-formal and informal
learning4. Although you might find this official call from the
high level surprising, this is just a part of the same wave
in re-thinking learning and education in Europe, which
started in Lisbon in 20005.
Following this direction, over the past 6-7 years, various
milestones6 have been set and different pathways7
explored on the way towards better recognition of the
learning that takes place in the youth sector. Still the
question remains: how can we create more of a link between
the policy and practice of recognition?

The confusing word recognition


From my own personal experience of working with
recognition8, I can tell you that the use of the word itself
can cause quite some confusion. First of all, there are
some difficulties in translating the English term into other
languages, without losing the original meaning.

> How do you say recognition in your


language?

Secondly, the word recognition conjures up a whole range


of different associations: some people think of accreditation,
others of certificates or even diplomas, while the rest
might think of giving more value to something. And they
are all right, but they just think about different recognition
mechanisms and procedures9. And if we approach it from a
more metaphoric way of thinking, what would your image of
recognition in the youth field be?

14

A. Youthpass in context

A3. Hitchhikers guide to recognition of non-formal



learning in the youth field

> Do any of these images represent recognition in


the youth field for you? Which one(s) and why?

training etc.), involving mechanisms like certification. On


the other hand, social recognition is more about giving and
recognising a social value in learning per se, as well as a
positive attitude from and appreciation of the community
towards activities in the youth sector.
The same type of logic can be applied when thinking about
the status of the youth sector and non-formal education in
your country and other countries in Europe. Due to different
social, educational or political factors, there are large
national differences related to recognition of youth work
and non-formal education. For example, in some countries
you can find a formally recognised profession of youth
worker/trainer, while at the same time there is relatively
low social recognition for this kind of work. In other
countries there might be significant financial support for and
social appreciation of youth work activities, but no formal
recognition at all.

Recognition?

> If you take these two dimensions of recognition,

The third problem with understanding recognition is related


to the potential objects of recognition. In the youth field
context, one can think of better recognition of the youth
sector as a whole, the youth worker profession, youth
trainer competences, educational programmes, providers,
participation, qualifications and - last but not the least - the
object of recognition can be the young peoples learning,
both process and outcomes, in youth activities. When
thinking about recognition, the last is probably the least
controversial and it is the main focus of the Youthpass and
this publication.
Finally, what creates major confusion about recognition is
usually the mixing up of two interrelated, but still distinct,
processes formal recognition and social recognition10.
Formal recognition (sometimes also called codified)
of learning is about giving a formal value and formal
status to new competences acquired by participation in
an educational youth activity (e.g. youth exchange, EVS,

Low formal
recognition

What is it
for you?

where would you place the status of youth work


and non-formal education in your country?

High formal
recognition

Low social
recognition

High social
recognition

15

A. Youthpass in context

A3. Hitchhikers guide to recognition of non-formal



learning in the youth field

Understanding your own youth work


Another challenge related to putting recognition of learning
in youth activities into practice concerns the very understanding of youth work, its core purposes and practices.

> When thinking about the reasons and the nature


of activities that you carry out with young people,
would you consider them primarily as leisure
time activities, or education and learning or
social activism or a combination of those three?

Leisure time and fun 10

Learning and education 10

Social activism 10

The way you see the main purpose and the way you
approach youth work might significantly affect your
perception of and attitude towards calls for more and
better recognition of learning in the youth sector.

Attractive youth work


Two years ago, I had an opportunity to work as a trainer
for the International Young Nature Friends (IYNF), an
organisation which took the very courageous step of
reconsidering its core purpose, after many decades of
existence. Driven by the significant decrease in interest by
young people in their activities, they started to dig deeply
into the very nature of the youth work they were doing (as
well as the very nature of the function of their organisation).
And they came out with a very interesting concept of
attractive youth work11. It might look to some people
like a simple marketing trick, but essentially it was a very
well thought-out concept which gave their outdoor youth
activities a clearer and intentional (non-formal) educational
dimension and ensured this was clearly communicated to
the young people who were interested in taking part. The
good old hikes in the forest or mountain climbing activities
were not to be seen merely as an opportunity to get along
with other young people and be in contact with nature,
but also as consciously planned, value-based, non-formal
education opportunities to learn about team work, diversity,
sustainable development, environmental protection etc.12.

People from IYNF were convinced that these kinds of


activities would be more attractive to todays young people!
What do you think?

Recognition of learning - a way to make youth


activities even more attractive?
When I look back and think about my own learning in youth
work and non-formal education, I realise thats precisely
the place where I learnt some of the most important things
in my life, for example: what taking initiative really means,
how to communicate effectively, how to understand cultural
differences and how they affect communication, how to
work in a team, how to lead a project, how to stand up for
my rights in a constructive manner and many more13.

> What were the main things you learnt in youthwork


in terms of knowledge, skills and attitudes?
As youth leaders, mentors or trainers in youth activities, we
should be proud and not too modest about the importance
of learning for the young people we work with. There is,
indeed, so much precious learning taking place in youth
activities all over Europe. Still the question remains: can we
offer more to the young people we work with? Can we offer
more than personal satisfaction and self-confidence and an
experience which is usually very difficult to explain to those
outside the youth field?
To be clear, the things we learn or teach in youth work are
so vitally important and universally needed, but still we
sometimes lack a translation system to communicate
these learning outcomes to other sectors and stakeholders
(families, schools, potential employers, etc.). And if there
were a recognition system that could provide a common
language (a translation tool) for learning, understandable
both within and outside the youth (and civil society) field,
would it then be an important added value to our youth
exchanges, training, EVS? This is the moment where the
need for the development of a youth-friendly recognition
tool is clearly identified!

> To what extent do you think that the existence


of such a tool would make our youth work even
more attractive for young people and more
understandable to people outside the youth
field?

16

A. Youthpass in context

A3. Hitchhikers guide to recognition of non-formal



learning in the youth field

Why do we need recognition - is employability the


main driving force?
Apart from the political ideal of making Europe a knowledgebased society through the perspective of valuing both
lifelong and lifewide learning14 in a practical sense, the
calls for more recognition of non-formal learning are very
often seen by youth workers as merely labour market-driven
initiatives. Here I would like to argue that there are also
some other reasons for better recognition of young peoples
learning in youth activities: it is about helping young people
gain more self-confidence and develop self-awareness;
for some young people the opportunity to participate in
youth activities is their only chance of getting any kind of
education; it could be a tool to fight discrimination and work
on social inclusion, but also a way of raising the profile of
youth work in general. At the same time, we should not be
afraid of the employability issue as such. In spite of the fact
that most youth work initiatives have nothing to do with the
employment prospects of their participants, but are more
concered with the personal development and social activism
(active citizenship) of young people, I guess no youth worker
would disagree that there is a legitimate and increasingly
important need amongst young people for better
employability (see also the non-formal learning triangle
in chapter A2). In particular, when you take into account
the current unemployment rates all over Europe, isnt it our
responsibility as youth workers to do all we possibly can to
respond to that need?

not necessarily a negative concept, if it is reflected on and


constructively used. In fact, there is a strong link between
the power and (educational) responsibility youth workers/
mentors/trainers have and their participants learning.
And we should not be afraid of it! To be clear, I dont want
to suggest that we should become autocratic educational
workers and examiners, not at all. I would just like to argue
that we should be aware of the power we have and take our
educational responsibilities seriously for the future benefit
of our participants!

Assessment or self-assessment is that a


question?
Related to the power issue, when thinking about
recognition of learning in the youth field, many youth
workers/mentors/trainers take the position that ONLY selfassessment carried out by participants is an acceptable
form of validation of learning in non-formal education.
Assessment carried out by youth workers/trainers is seen
more as a step back to the traditional grading system
in schools and totally against the values of non-formal
education. But thinking in dichotomies, in an either
or way is too easy. So, with the approach inherent in
Youthpass, we would say it is neither self-assessment, nor
assessment, only. It is rather, self-assessment enriched by
feedback in a dialogue space.

About power-phobia and responsibility


Another large concern amongst youth workers and trainers
related to recognition is the question: Recognition by
WHOM? This question becomes increasingly important
if the main power for facilitating the recognition of
participants learning is given to us - youth workers and
trainers. Wow!

> How do you deal with power associated with


your role as a youth worker, trainer or mentor?

Although we tend to create participant-centred, democratic
learning settings in our activities, one should not
underestimate the natural power imbalance inherent in
this type of relationship - the power associated with the
youth worker/mentor/trainer role15. For me, this power is

Selfassessment

Feedback

Dialogue space

The key word here is dialogue which could include feedback


or group conversation16 as a mutual process of exchange in
a safe environment where two (or more) perspectives meet
each other and search for a common truth. Why is that so?
Although self-assessment is closer to the desired democratic
and participant-centred nature of non-formal education, there
are some points to take into consideration. One of the key
prerequisites for adequate self-assessment is the level of a
participants development of their self-awareness competence17.

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learning in the youth field

Self-awareness is the ability to be in contact with ones own


strengths and weaknesses, and to neither overestimate
nor underestimate ones own performance, behaviour
or learning. This is an essential life skill which is best
developed in relation to other people and through their
feedback18.
Thats why the dialogue space is important, not just
for the sake of the result of the process (i.e. to have an
accurate description of the learning outcomes), but also to
support the development of a participants self-awareness
competence! In fact, the latter could be even more valuable
for the participant than the outcome itself. What do you
think?
How do you see the relationship between assessment and
self-assessment in your youth work? How do you support
the development in self-awareness in your participants/
volunteers?

by young people in youth activities, one might wonder


whether it is really possible to maintain an appropriate
balance between preserving autonomy and creativity in
youth work, on the one hand, and providing young people
with the opportunity to gain (formal) recognition for their
competences, on the other? Well, it seems to me that the
people who worked on the development of Youthpass have
seriously taken this dilemma into consideration and have
offered some practical and creative solutions19.
Of course, it might seem like more work and burden
for us, youth workers/mentors/trainers, to implement
recognition tools, such as Youthpass, in our projects and, of
course, we have the right to ask: What do we get/lose with
this?. But the main questions to ask ourselves still remain:
What do young people need to live in Europe nowadays?
And what can we do about it?.
Oh, by the way do I get a Youthpass for writing this text?

Recognition in practice
Coming to the end of our journey, and recalling the Minsters
call for recognising the skills and competences acquired

1 See how it feels to work with the recognition issue in: Markovic, D. (2006) : A step towards the recognition of nonformal education in Serbia and Montenegro, Coyote, issue 11, Partnership of the Council of Europe and European
Commission, http://www.youth-partnership.net/youth-partnership/publications/Coyote/11/Index
2 Adams, D. (1984): The Hitch Hikers Guide to the Galaxy, Macmillan. According to this great work of fiction, some
time ago a group of hyper-intelligent pan-dimensional beings decided to finally answer the great question of Life,
The Universe and Everything. To this end, they built an incredibly powerful computer, Deep Thought. After the great
computer programme had run (a very quick seven and a half million years) the answer was announced. The Ultimate
answer to Life, the Universe and Everything is... (youre not going to like it...) is... 42. Unfortunately, in the process,
the original question was forgotten!
3 Resolution of the Council and of the Representatives of the Governments of the Member States, meeting within
the Council, on the recognition of the value of non-formal and informal learning within the European youth field,
published in the Official Journal of the European Union, 20.7.2006.
4 ibid
5 For more information about the Lisbon process and how it relates to the youth field, see the chapter A4You hold
the keys to Lifelong Learning in this publication
6 Schild, H.J., Von Hebel, M. (2006) : Milestones for formal and social recognition of non-formal and informal
learning in youth work, Coyote, issue 11, Partnership of the Council of Europe and European Commission, http://
www.youth-partnership.net/youth-partnership/publications/Coyote/11/Index

A. Youthpass in context

A3. Hitchhikers guide to recognition of non-formal



learning in the youth field

7 Partnership of the Council of Europe and European Commission (2004): Pathways towards validation and
recognition of education, training and learning in the youth field, working paper
8 Markovic, D. (2006) : A step towards the recognition of non-formal education in Serbia and Montenegro, Coyote,
issue 11, Partnership of the Council of Europe and European Commission,
http://www.youth-partnership.net/youth-partnership/publications/Coyote/11/Index
9 For more information see Chisholm, Lynne (2005): Cheat Sheet on Recognition Terminology in Bridges for
Recognition report, http://www.salto-youth.net/bridgesforrecognition/
10 ibid
11 IYNF (2005): GOTCHA Handbook Attractive Youth Work a Guide to Making Things Happen, IYNF, Prague, http://
www.iynf.org/obsah/materials/documents.php?id_document=31
12 For more information on concrete activities and examples of attractive youth work see IYNFs Variety magazine,
http://iynf.org/obsah/materials/variety.php
13 For more information about learning potentials in the youth field, see chapters A4 You hold the keys to Lifelong
Learning and B1 How to support learning in this publication

14 See Presidency Conclusions of the Lisbon European Council, 23-24.3.2000. http://www.consilium.europa.
eu/cms3_fo/showPage.asp?lang=en&id=1296&mode=g&name=or Memorandum on Lifelong Learning, http://
ec.europa.eu/education/policies/2010/comp_en.html#2 or the chapter A4 You hold the keys to Lifelong Learning
in this publication
15 Titley, G., editor (2002): T-kit Training Essentials, Partnership of the Council of Europe and European Commission,
Strasbourg, http://www.youth-partnership.net/youth-partnership/publications/T-kits/T_kits
16 In the practical application of the Youthpass, there are certain differences when using it in different types of
Actions. For more practical suggestions on how to use it in various youth activities, see Part B of this publication
17 Goleman, D. (1998): Working with emotional intelligence, Bantam books, New York
18 For more on the role of feedback in the educational setting see Luft, J. and Ingham, H. (1955): The Johari Window,
a graphic model of interpersonal awareness or read Mark Taylors Marker Column in Coyote, issue 12. p.46,
http://www.youth-partnership.net/youth-partnership/publications/Coyote/12/Index
19 For more information and practical suggestions on how to learn and recognise it in various youth activities, see
chapter A5 Youthpass more than a certificate and Part B in this publication

18

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A4

You hold the keys to Lifelong


Learning
2 Manfred von Hebel

Why do we do this exercise? an introduction


In November 2005 the European Commission proposed a
recommendation on Key competences for Lifelong Learning.
This recommendation provides, for the first time, a European
reference tool on Key competences that, for instance, young
people need for further learning and to participate actively in
society. With this recommendation, the Commission aimed
to encourage and facilitate national debates and reforms
of curricula and to develop Lifelong and Lifewide Learning
strategies. It was adopted by the European Parliament and
the Council on 18 December 2006.
The Member States of the European Union are acting to
modernise their education systems. This might include a
shift from just transferring knowledge to developing more
transferable competences that equip young people for adult
life and further learning. This requires different approaches
to organising learning, and new competences from everyone
involved in educational processes.
Lifelong and Lifewide Learning implies taking into account
the wide range of environments where learning takes place
in addition to formal education. Formal, non-formal and
informal learning are complementary in this respect. There,
the youth field, as one of the main providers of non-formal
learning, has an important role to play. Competences
acquired in the youth field contribute at a very fundamental
level towards personal fulfilment, active participation,
employability and the social integration of young people.
This article explains why and how the framework of Key
competences was developed and why it is highly relevant for
non-formal learning in the youth field, and in particular for
the recognition of this learning via instruments such as the
Youthpass.
The diversity and complexity of our daily lives demands that
in most cases we cant just rush to one single answer, to an
either-or solution, but that we have to deal with tensions
between aspects that might appear contradictory at first
sight or seem to be incompatible. We have to think and act
in a more integrated way and constantly take into account a
great number of different opinions, ideas or concepts.

Our society depends more and more on knowledge and


the provision of information. Therefore the demand for Key
competences in personal, public and professional spheres
is rising. The way in which people access information and
services is changing, as are the structure and make-up of
societies. The knowledge, skills and attitudes that everyone
needs are changing as a result. They often go far beyond
things people usually acquire at school.
What do these demands imply for Key competences that
all of us need to acquire? Defining such competences can
improve the assessment of whether and how well we are
prepared to face current and future challenges.

> How do you perceive learning in a lifelong and

lifewide context? What does this provide for


young people?

Proof needed? Please find some data


Within the European Union, there are many examples of
successful formal education and training, but at the same
time, action to overcome a number of obstacles still needs
more effort put into it.
>> One fifth of under 15-year-olds attain only the most basic
level of proficiency in reading.
>> Almost 15% of 18 24-year-olds left school prematurely.
>> Only 77% of 22-year olds have completed upper
secondary education.
>> Almost a third of the European labour force is low
skilled, but according to some estimates, by 2010, 50%
of newly created jobs will require highly skilled workers
and only 15 % will be for people with basic schooling1.

Who cares? - Development


OECD
In late 1997, the Organisation for Economic Co-operation
and Development initiated the Definition and Selection
of Competencies project. The aim was to provide a
sound framework of key competences and to strengthen
international surveys measuring the competence levels of
young people and adults. This project brought together

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experts from a wide range of disciplines to work with


stakeholders and policy analysts to produce a policyrelevant framework.

a reference tool for policy makers, education providers,


employers, and learners themselves to facilitate progress at
national and European level.

EU level

How progress was made


In March 2000, heads of states and governments of the
European Union stressed that every citizen must be
equipped with the skills needed to live and work in this
new information society and that a European framework
should define the new basic skills to be provided through
lifelong learning: IT skills, foreign languages, technological
culture, entrepreneurship and social skills.
Hence, quite a lot was done to further develop educational
systems between 2000 and 2005. In March 2005, the
European Council confirmed and relaunched the Lisbon
objectives and called again for increased investment in
education and skills.
The task now was to focus on identifying the Key
competences every citizen should develop throughout life
and how, together with traditional skills, they could be
better integrated in the curricula, learnt, and maintained
throughout our lives. Key competences should be genuinely
available to everyone, including those with special needs,
school drop-outs and adult learners. Validation of skills and
Key competences should be promoted to support further
learning and employability.
The work on Key competences is closely linked to other
developments in improving European education and training
systems such as the ongoing work on the development of a
European Qualifications Framework, and initiatives seeking
to strengthen and improve understanding and recognition of
qualifications and competences acquired in the youth field.

Based on the political mandate, a working group on basic


skills was established in 2001. It was made up of experts
from Member States, EFTA/EEA countries, candidate
countries and European associations. Expertise in the
group included policy-makers, practitioners and academic
researchers, covering both adult and compulsory education
and European level stakeholders.
The Working Group preferred the term competence to refer
to a combination of knowledge, skills and attitudes and Key
competence to define competences necessary for all. It thus
includes basic skills, but goes beyond them.
The work has been debated at a range of conferences
and seminars organised by stakeholders or international
organisations. Ministers of Education discussed the
European dimension of Key competences at their informal
meeting in Rotterdam in July 2004 and encouraged the
Commission to continue working on this initiative.
The Recommendation finally proposed in 2005 and based
also on the work of the OECD presents a European reference
tool for Key competences and suggests how access to these
competences can be ensured for all citizens through Lifelong
Learning.

To the point The Key competences framework


The framework sets out eight Key competences:

Objectives What do we want to achieve?


More concretely, objectives at EU level are to:
1) identify and define the Key competences necessary for
personal fulfilment, social cohesion and employability in a
knowledge society;
2) support Member States work on ensuring that by the
end of initial education and training, young people have
developed the Key competences to a level that equips them
for adult life;
3) provide with the Key competences for Lifelong Learning

1. Communication in the mother tongue;


2. Communication in foreign languages;
3. Mathematical competence and basic competences in
science and technology;
4. Digital competence;
5. Learning to learn;
6. Social and civic competences;
7. Sense of initiative and entrepreneurship; and
8. Cultural awareness and expression.
In accordance with international studies, competence
is defined here as a combination of knowledge, skills

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and attitudes appropriate to a particular situation. Key


competences are those that support our personal fulfilment,
social inclusion, active citizenship and employment.

Key Competences

The numbers do not indicate any hierarchy; each of the


competences is as important as the other. Many of the
competences overlap and interlock: aspects essential to
one domain will support competence in another. There
are a number of themes that are applied throughout the
framework: critical thinking, creativity, initiative taking,
problem solving, risk assessment, decision taking, and
managing feelings constructively play a role in all eight Key
competences. All of them are crucial in the broad scope of
learning.
We should develop the Key competences to a level that
equips us to lead a satisfying life. The earlier the better, but
the process is not a closed one and learning never ends.
Key competences should be further developed, maintained
and updated as part of Lifelong and Lifewide Learning at any
possible opportunity.

Youth exchanges, for instance, foster ability in


communication in the mother tongue as well as in
a foreign language. Participation in activities in the
youth field in general supports the development
of social, intercultural and civic competences. To
understand the meaning of the Key competences, it
can be helpful to imagine a concrete project or event
connected to youth work, something that you know
very well from your own personal background. Or
imagine a traditional youth exchange with 15 or 20
young people from, lets say, the United Kingdom,
Poland, Italy and Luxembourg, staying together for
10 days; you might also
keep this in mind as
an example.

1. Communication in the mother tongue

What: Communication in the mother tongue is our ability to


express thoughts, feelings and facts both orally or in writing
(listening, speaking, reading and writing), and to interact
with other people in an appropriate way in education and
training, work, home and leisure.
How: We need to have some knowledge of basic vocabulary
and grammar. This includes an awareness of the main types
of verbal interaction, a range of literary and non-literary
texts and the main features of different styles and registers
of language. We should also be aware that language can be
different in different situations.
Competence includes the skills to write and read different
types of texts, search, collect and process information,
use aids, formulate and express our own arguments in a
convincing and appropriate way.

2. Communication in foreign languages

What: Communication in a foreign language is closely


linked to communication in our mother tongue: it is based
on the ability to understand and express thoughts, feelings
and facts orally or in writing at work, home, leisure,
education and training according to our wants or needs.
Communication in foreign languages also calls for skills such
as mediation and intercultural understanding.
How: We need some knowledge of vocabulary and
functional grammar and an awareness of the main types of
verbal interaction and registers of language. Knowledge of
the rules of a foreign society and cultural awareness is very
important.
We should be able to understand spoken messages and to
initiate, sustain and conclude conversations. Reading and
understanding of texts according to our needs is important,
as well as the skills to use aids and learn languages
informally as part of lifelong learning.
A positive attitude involves an appreciation of cultural
differences and diversity, and an interest and curiosity in
languages and intercultural communication.

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3. Mathematical competence and basic


competences in science and technology

What: Mathematical competence is our ability to use


addition, subtraction, multiplication, division and ratios in
mental and written arithmetic to solve a range of problems
in everyday situations. Process and activity is as important
as the knowledge itself.
How: Mathematical competence also involves the ability
and willingness to use logical and spatial thinking and the
presentation of formulae, models, graphs and charts.
Scientific competence refers to our ability and willingness
to use the knowledge and methodology employed to
explain the natural world. This is essential in order to
identify questions and to draw evidence-based conclusions.
Competence in technology is viewed as the application of
that knowledge and methodology in response to perceived
human wants or needs. Both areas of this competence
involve an understanding of the changes caused by human
activity and responsibility as an individual citizen.

of the Internet and communication via electronic media


(e-mail, network tools) for leisure, information-sharing and
collaborative networking, learning and research.
But the reasonable use of Information Society Technology
also requires a critical and reflective attitude towards the
information available and responsible use of interactive
media.

5. Learning to learn

What: Learning to learn is the ability to organise our


own learning. It includes effective management of time
and information, both for ourselves and in groups. We
should also be aware of our learning process and needs
and identify different opportunities available to learn. It
means gaining, processing and assimilating new knowledge
and skills as well as seeking and making use of guidance.
Learning to learn encourages us to build on prior learning
and life experience.
Learning to learn is more comprehensively explained in this
publication in chapter B1 How to support learning.

It can also be an exercise in intercultural understanding,


to share how we approach mathematical problems,
and then try to find common solutions. For example:
when you are in a group of people who have
been taught in different countries, get them
to show you how they work out 25 divided
by 9. You will be surprised at just how many
different ways everyone writes this down
on paper (Dont allow the use of a
calculator!!)

4. Digital competence

What: Digital competence involves the confident and critical


use of Information Society Technology (IST) for work, leisure
and communication. It is underpinned by basic skills:
the use of computers to retrieve, assess, store, produce,
present and exchange information, and to communicate and
participate in collaborative networks via the Internet.
How: Digital competence requires a sound understanding
and knowledge of the nature, role and opportunities of
IST in everyday personal and social life as well as at work.
This includes main computer applications such as word
processing, spreadsheets, databases, information storage
and management, and an understanding of the opportunities

6. Social and civic competences

What: These competences might be the most important ones


for the youth field. Many of them can be acquired by active
engagement in any kind of youth work or volunteering. They
cover all forms of behaviour we might need to participate
effectively in our social and working lives.
Competences connected to a social context become more
important as societies are more diverse now; they can help
us to resolve conflicts where necessary. Civic competence
equips us to fully participate in civic life, based on
knowledge of social and political concepts and structures
and a commitment to active and democratic participation.
How: Personal and social well-being requires knowledge and
understanding of how we and our families can maintain good
physical and mental health. For successful interpersonal and
social participation, it is essential to understand the codes
of conduct and manners generally accepted in different
societies and environments (e.g. at work). We need an
awareness of basic concepts relating to individuals, groups,
work organisations, gender equality, society and culture. It
is also important to understand different cultures and how a
national cultural identity interacts with European identity.

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Therefore we need skills


> to communicate in different environments;
> to express and understand different viewpoints;
> to negotiate and be able to create confidence; and
> to feel empathy.

We need to be able to cope with stress and frustration and


to express it in a constructive way and we also need to
distinguish between the personal and professional spheres.
It is important to have an interest in socio-economic
development, intercultural communication, value diversity
and respect others, and be prepared both to overcome
prejudices and to compromise.
What else: Civic competence is based on knowledge of
the concepts of democracy, citizenship, and civil rights,
including how they are expressed in the Charter of
Fundamental Rights of the European Union and international
declarations. We should know how these are applied by
various institutions at local, regional, national, European
and international level.
Knowledge of main events, trends and agents of change
in national, European and world history and the present is
essential; and in particular specific knowledge of European
diversity.
How: We should be able to engage effectively with others
in the public domain, and display solidarity and interest in
solving problems affecting the local and wider community.
These skills involve critical and creative reflection
and constructive participation in our communities or
neighbourhoods. They also involve decision-making at all
levels from local to national and European level, in particular
by voting.
Full respect for human rights, including equality as a basis
for democracy, and an appreciation and understanding of
differences between value systems of different religious or
ethnic groups lay the foundations for a positive attitude.
These skills include showing a sense of belonging to ones
locality, country or the EU. Constructive participation also
involves civic activities, support for social diversity and
cohesion and sustainable development, and a readiness to
respect the values and privacy of others.

7. Sense of initiative and entrepreneurship

What: These competences refer to our ability to turn ideas


into action which is particulary important for youth work and
youth initiatives. It includes creativity, innovation and risktaking, as well as the ability to plan and manage projects in
order to achieve objectives.
How: For the youth field, it is essential to know what
kinds of opportunities are available for specific activities.
Our skills should relate to proactive project management
(involving skills such as planning, organising, managing,
leadership and delegation, analysing, communicating,
de-briefing and evaluating and recording). We should
be able to work both as individuals and collaboratively
in teams. Being able to identify ones strengths and
weaknesses, and to assess and take risks as and when
warranted is essential.
An entrepreneurial and creative attitude is characterised by
initiative, pro-activity, independence and innovation in ones
personal and social life, as much as at work. It also includes
motivation and determination to meet objectives.

8. Cultural awareness and expression

What: Appreciation of the importance of the creative


expression of ideas, experiences and emotions through a
range of media, including music, performing arts, literature,
and the visual arts.
How: Cultural knowledge includes a basic knowledge of
major cultural works, including popular contemporary
culture as an important part of human history. It is essential
to understand the cultural and linguistic diversity in Europe
and the need to preserve it.
Skills relate to both appreciation and expression. We should
be able to express ourselves through a variety of media and
as far as we are able with our own abilities and at the same
time appreciate and enjoy works of art and performances.

> If you read the description of the Key


competences do you find the potential for
learning in a youth exchange described fully?
What is missing? How do you offer learning
linked to Key competences in your activity?

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What does it mean to you? A youth perspective

And how to go on?

One of the key issues for modernising education systems


is recognising the learners particular situation: their prior
experiences, learning needs and aspirations should be taken
into account, as well as broader issues that link to social
and employment policies, and require the engagement of all
partners.

Through the Key competences recommended by the


European Union, a debate on what competences each
young person should develop has been initiated. Social
aspects of learning have been given a more important role:
as educational disadvantages are often a combination of
personal, social, cultural and economic circumstances, they
need to be tackled in collaboration with other sectors.

Non-formal and informal learning activities within the youth


field are shaped by a specific type of learning which has
been developed over years and takes into account the
current situation of young people in societies. In particular,
non-formal and informal learning activities within the
European youth field are based on intercultural principles
which support learning and improve communication
between people who come from different backgrounds.
The work and achievements of young people and those
active in youth work and youth organisations deserve
greater recognition in order to enhance their value and
visibility, and should be given due consideration by
employers, formal education establishments and civil
society in general.
The youth field contributes in many various ways to the
acquisition of Key competences for Lifelong and Lifewide
Learning. Participation in activities in the youth field in
general supports the development of social and civic
competences. Youth initiatives active at local level give
young people the opportunity to develop their knowledge,
skills and attitudes in entrepreneurship. Furthermore, youth
work contributes in different ways to the acquisition of all
other competences in a comprehensive and sustainable
way.
As a result of inequities in earlier stages of education,
young people from disadvantaged backgrounds often do not
achieve the level of qualifications needed to easily access
the labour market or higher education. Policies to reinforce
efficiency and equity of education systems, therefore, have
to combine all available forms of learning to facilitate easier
access. Typical non-formal learning approaches, such as
mentoring programmes, guidance and counselling, are
crucial and should be provided early.
The persistently high level of youth unemployment in the
EU is a serious problem. Labour market entrants with the
lowest levels of educational achievement face the highest
risks of unemployment. A cross-sectoral approach that
provides better coordination of formal, non-formal and
informal learning would facilitate smoother transitions from
school to work.

The youth field has an important role to play in supporting


young peoples learning. The Key competences offer an
opportunity to foster the discussion within the youth field
and to contribute to a wider discussion in the field of
education.
The European Pact for Youth identifies employment and
social inclusion as key concerns and as major priorities
on which to concentrate in order to enable young people
to play an active role in society. Non-formal and informal
learning contribute essentially to the personal development,
social inclusion, active citizenship and employability of
young people. The Pact is an important tool within the
Lisbon Strategy for reaching the major goal of including all
young people in society. It is crucial that young people and
their organisations are key partners, together with other
stakeholders, in the follow-up process and should be closely
involved in implementing the European Youth Pact and in its
impact on recognition of non-formal and informal learning in
the youth field.
Youthpass is based on the Key competences framework
which marks important progress towards more
comprehensive recognition of learning outcomes in the
youth field at European level. The Commission, together
with the Member States and relevant stakeholders, is
currently developing a broader approach that goes beyond
the Youth in Action Programme and includes different
forms of learning in the youth field from local to European
level. One of the pre-conditions for this work will be a basic
description of the contribution of the youth field to the
acquisition of Key competences for Lifelong Learning.

> What do you think the contribution of the youth


field is to the Key competences in general
and to each individual Key competence?

1 Commission Staff Working Paper: Progress towards the Lisbon


objectives in education and training 2005 Report SEC (2005) 419,
Brussels, 22.3.2005

25

A. Youthpass in context

A5

Youthpass more than a certificate


of participation
2 Rita Bergstein and Mark Taylor

Youthpass is the instrument of validation and recognition


for the Youth in Action Programme. Through the Youthpass
certificate, the European Commission ensures that the
learning experience gained through the Youth in Action
Programme is recognised as an educational experience and
a period of non-formal learning. 
Youth in Action Programme Guide, 2009

Have a look back at any certificates you have and


ask yourself some questions:
>> which certificate am I most proud of?
>> which one would I show to other people?
>> what did I have to do in order to get them?
>> how much do I remember about the experience of
gaining each certificate?
Your answers will depend on a lot of things, probably
including at least some of these:
>> the amount of work or effort I put into getting them
>> how important the experience was in my life
>> whether I could make use of the certificate in any way
>> what other people thought when I showed it to them
>> and even how nice it looked!

constructed after much thought, research, consultation and


testing across the countries of the European Union to see
what would be effective.
A whole range of people and institutions, (we call them
stakeholders), could potentially be interested in the
outcomes of implementing Youthpass - especially if we see
it as part of the whole process of valuing participation in the
programme and giving more recognition to the participants.
So, who are they, these people and institutions who might
be interested in seeing how Youthpass can demonstrate
involvement in an educational experience and period of
non-formal learning? Here is a selection:

Individual
participants

Educational
institutions

Youth workers, leaders


and trainers
Potential
employers

European
Commission

Stakeholders in
Youthpass

With Youthpass, we are looking at yes! a certificate,


but more than that!

Valuing participation in the Youth in Action


programme
With over 60,000 people participating directly each year,
the programme has something to show for itself as it builds
on nearly 20 years of experience since the original Youth
for Europe Programme was established. Up until now there
has been no overall strategy to help people show what they
have put into or gained from their experiences in it. Some
exchange and training course organisers have provided
simple certificates of participation and most participants
in the European Voluntary Service have received a
certificate and an annex describing what they did. This is
where Youthpass comes in. The mechanisms have been

Organisations
involved

Youth
services
National
governments

Local
authorities

National Agencies
of Youth in Action

26

A. Youthpass in context

A5. Youthpass more than a certificate of



participation

> What do you see as the reality now? What is


your perception?

> Can you think of any more stakeholders to add


to the list?

To produce change in any field is not easy. Youthpass is


BIG change. To produce change in the educational field,
you need a critical mass of opinion, research, practice and
reflection and this is also true in the field of youth nonformal education across Europe. As Luc De Brabandere
explains in The Forgotten Half of Change1, for change to
be effective, we need to change twice! We need to change
reality within a given system and we need to change the
perception of that reality. So what are the characteristics of
these two linked types of change?

Lets get explicit!


Putting Youthpass into operation within the different
opportunities available in the Youth in Action Programme
will have a lot of effects and it can be argued that the main
one will be to motivate participants and their support
workers to be EXPLICT about what, how, when and why they
have been learning through their experiences. And this will
be new for many people. And it will be a challenge. And as
people meet this challenge, they will see that they can build
is called innovation

is called creativity

requires thinking
the process is
discontinuous
the fuel is questions,
surprises, strange and
incomplete ideas

requires action

Perception

Reality

the fuel is practical ideas


and useful suggestions

Changing

Lets look at the reality:


>> there are an increasing number of initiatives to capture,
document, and confirm the non-formal learning of young
people and those who work with them and Youthpass
takes its place with them;
>> the seemingly eternal debate about quality is beginning
to bear fruit, looking at both the quality of specific nonformal learning opportunities and the relevance of the
content and skills gained see chapter A2 Getting
interested in non-formal education and learning.
Excitement mounts when we look at perceptions:
>> the value of non-formal learning in youth work is starting
to get the codified or formal recognition it deserves
see chapter A4 You hold the keys to Lifelong Learning;
>> individual young people have the chance to look at and
demonstrate their competences and learning in new
ways;
>> practitioners can take new pride in their work

the process is
discontinuous

on much of what has become good practice in the


Programme and within youth work in general over the past
few years. [See chapter A2 Getting interested in non-formal
learning and education for ideas about quality in nonformal learning provision].
Recent research2 has shown that non-formal learning
practitioners have a tendency to base their work on a lot of
shared assumptions about what is the right way to organise
and facilitate learning in such contexts. But they rarely talk
about the hows and whys openly, not because they have
something to hide, but just because that is the way things
are done, naturally.

27

A. Youthpass in context

A5. Youthpass more than a certificate of



participation

> For example, when you ask a group of young


people or youth workers to get together, they
will often stand in a circle why do you think
that is so?

Potential pioneers
As far as we know, Youthpass is the first system set up
using the Key competences as the basis for defining and
recognising learning within a European programme. In
this sense, we are all pioneers, everyone involved in the
Programme!

What we are discovering, increasingly, is that the quality of


learning improves when people are more open about both
learning processes and learning goals.

[Have a look at the chapter A4 You hold the keys to Lifelong


Learning for an account of how the Key competences were
developed and a vision for the future].

This means here that all participants in Youth in Action


activities will be encouraged to

For Youthpass to be exploited successfully, all of us need


to have a good understanding of the Key competences and
how they relate to youth work practice. An incomplete list of
us must include at least these people: participants, youth
workers and leaders, administrators in national agencies,
mentors of volunteers, and trainers. This introduction will
demand quite a lot of effort in the early stages as we get
used to the terminology and to the suggested ways of
implementing the system.

>> define their learning goals at the beginning of their


involvement
>> review how they are learning during the process and
adjust their learning goals as necessary
>> reflect on their learning individually and with others
>> after the activity has finished, and
>> ensure that they have a written record, not only of their
participation, but also of their learning outcomes.
[Have a look at chapter B1 How to support learning for
a host of ideas and tips on making this a reality within the
Youth in Action Programme; and the rest of Section B for
step-by-step suggestions for use within each Action].
As we can see, using Youthpass is definitely more than just
issuing a pretty certificate. It means looking at each project
as a learning opportunity and paying attention to this aspect
from preparation, through to running and then evaluating
what we do.

Certainly, there are those who are worried about extra


workload and extra demands being imposed on them. In
answer to this, during the test phases we have run so far,
the participants have been overwhelmingly positive and
excited about trying to run with the new experience and
give voice to their evaluations. In this way, we have received
much constructive criticism about how to implement
Youthpass, from technical suggestions about improving
internet compatibility through to guidance on feedback
procedures within training courses. This publication shows
how this is a continuing learning experience even for the
people responsible for conceiving of and approving the way
the system will work in the new programme.

These processes will use the Key competences for Lifelong


Learning as their major reference point...

Ripples, waves, quarks, strangeness and charm


What range of effects will the introduction of Youthpass
cause? We dont know exactly! During discussions in the
preparation stages, some have mentioned that Youthpass
might well be described as a sea change in international
youth work. A sea change is an expression people use
when they talk of a development which alters a situation
quite fundamentally. You have to change direction, you have

28

A. Youthpass in context

A5. Youthpass more than a certificate of



participation

to re-examine what you do. In the words of Max Dupree:


We cannot become what we need to be by remaining
what we are. In our increasingly complex societies it is
not possible to predict all the effects of our actions or
changes many of us know of the chaos theory which tells
us that a butterfly falling from the sky in Chile can lead to
an earthquake on the other side of the world! But maybe we
can take the opportunity here to gaze into our crystal ball:
increased recognition of
(international)youth work

better links with the


formal education sector

improved quality of
Youth in Action projects
more support for nonformal learning

Possible effects
of Youthpass

influence on national
systems of recognition

deeper reflection by
youth work practitioners

easier entry into


the labour market for
participants

a new species of
butterfly appears in
Chile (not really!)

It will be very interesting to see what actually happens


as Youthpass is implemented in an increasing number of
Actions of the Programme. The Commission and the SALTO
Training and Cooperation Resource Centre will be ensuring
that research follows developments so that feedback and
suggestions for improvement can be reflected in future
implementation.
Please make sure to use the Youthpass website to
contribute your experiences, constructive criticism, and
descriptions of any new butterflies you come across

1 De Brabandere, Luc (2005): The Forgotten Half of Change - Achieving greater creativity through changes in
perspective, Dearborn Publishing, Chicago
ISBN: 1-4195-0275-1
2 See, for example, Chisholm, L. with Hoskins B., Sorensen M.S., Moos L. & Jensen I. (2006) ATTE Volume 2
External Evaluation, Council of Europe. ISBN 978-92-871-5797-3

29

B. Questions and answers

Introduction to Part B

In Part A of this guide you can read about


>> how and why Youthpass was developed,
>> what non-formal learning and education is in this
context,
>> where the foundations of Youthpass lie and
>> what current developments there are at European level.
Now it is time to concentrate on what we mean when
we say that Youthpass is the tool for recognition of nonformal learning within the different Actions of the Youth in
Action Programme. Just to remind you: if we use the term
recognition in the Youthpass context we mean
1. Recognition of participants regarding their individual
non-formal learning process
2. Social recognition at local, regional, national and
international levels for the youth field
3. Recognition to raise the employability of young people
and youth workers, leaders and multipliers active in the
youth field
But recognition does not fall from heaven: recognition is
also a process we can start ourselves in our own lives and
activities. In order to make the best of the opportunities
offered by the Youth in Action Programme, we offer a wide
range of entry points and educational advice to enable you
to start dealing with recognition of non-formal learning using
Youthpass.
In this part of the Youthpass Guide you will find information
on:
>> how learning is perceived in Youth in Action activities
and how you can support participants at different stages
of projects,
>> what the specific details of Youthpass for Youth
Exchanges (Action 1.1) are, what it looks like, how you
can use it in Youth Exchanges and how young people
can get and use their Youthpass

>> what the specific details of Youthpass for European


Voluntary Service (Action 2) are, what it looks like, how
it can be used in a path way of a European Voluntary
Service project and how young people can use it in their
future lives
>> what the specific details of Youthpass for Training
Courses (Action 4.3) are, what it looks like, what it
might mean for youth workers, youth leaders and other
multipliers and users taking part in training courses,
where the link to recognition of non-formal learning is...
>> what the specific details of Youthpass for Youth
Initiatives are, what it looks like, what it means for
young people organising a project and how they can use
it...
In the following chapters it is possible to focus on Youthpass
for the concrete Actions.
If you want to focus on learning aspects in Youth in Action
activities please go to page 30.
If you want to concentrate on Action 1.1 please go to page
46.
If you want to start immediately with Action 2, go to page 65.
If you are organising a Training Course, focus on the chapter
starting on page 83.
And if you want to implement Youthpass in a Youth
Initiative, start reading from page 99.
Each chapter describes fully the content, possible use and
meaning of Youthpass for this particular Action and for
everyone who uses it.
You will find links wherever necessary to other parts of the
Youthpass guide.

30

B. Questions and answers

B1

How to support learning


2 Paul Kloosterman

This chapter aims to help you get to grips with the term
learning in relation to concrete activities in the Youth
in Action Programme. Different methods and tools are
described to help young people and others take their
learning into their own hands, plan their learning and reflect
on and assess this learning.

more clearly what has been learnt and, on the other, to


make themselves more aware of their learning.
This is not something that happens just like that. It demands
from the learner the ability to take a step back and look at
his/her own learning.
This involves asking ourselves questions like:

In this publication you will read a lot about learning.


Because Youthpass is about learning. But does that mean
that we didnt learn previously in Youth Exchanges, Youth
Initiatives, Training and EVS-projects before Youthpass was
introduced? Of course a lot was learnt. We all know that
young people have learnt intensively from their experiences
in these programmes.

>> What do I want/need to learn?


>> How can I learn it?
>> When will I learn?
>> Who can help me learn it?

The Youthpass process wants to make that learning more


explicit. By using Youthpass, young people will have to be
more specific about what they have learnt and in what way
they have learnt. On the one hand this is to show others

>> What, for me, is the best way to learn?


>> How do I know that I succeeded in learning?

When it is
finished?

What?

When?

Learning?

With whom?
How?

Such questions are quite new for many young people, but
not only for them. In our school learning, others decide
what we have to learn, how we should learn it and when we
have finished that learning. Now you take that responsibility
on your own shoulders, which probably makes learning
much more interesting and exciting. But still, its something
new, something you have to learn: learning to learn.

31

B. Questions and answers

B1. How to support learning

One of the most important consequences of the introduction


of Youthpass is that young people will need to be assisted
and guided in learning how to learn, in making their learning
plans and in reflecting on and assessing their learning.
Something which, in turn, has consequences for the
preparation and running of projects, for the programme and
for the role of the youth worker, youth leader, mentor, trainer

The one who acts is the learner; the one who is responsible
is the learner. This does not mean that learners have to do
it all by themselves. People who direct their own learning
often have a strong need to work together with and be
supported by others.
What do you need to be a learner who can take ownership of
your own learning? What do you need to learn how to learn?

Learning to learn
Learning to learn is one of the eight Key competences in the
framework of the Lifelong Learning initiative of the European
Union. Being able to learn is a prerequisite when it comes to
lifelong learning. Learning to learn is about a host of skills,
such as: organising your own learning, managing your time,
identifying opportunities, being able to deal with obstacles,
looking for and using others for support.

What is it I want/need to learn?


Do I have the confidence?
How can I deal with obstacles?

How do I learn best?

the motivation
to learn

to be aware of my
own learning

What did I learn and how did I learn it?

What is my learning style?

to give me feedback
to guide and support me

to plan my time

to learn together

other people

To learn I
need

to be able to organise
my learning

to structure the different elements

to look for and find support

Am I doing well?

What am I good at?


What do I want to develop further?
When have I finished my learning?

to reflect on my
learning
to assess myself

Are there any obstacles I need to overcome?

Do I need to change my plan?

32

B. Questions and answers

B1. How to support learning

How do I learn ?
Have you ever thought about this question? And the followup question: How do I learn best?
People learn in very different ways. The big advantage of
organising your own learning is that you dont have to follow
what others have planned for you you can do it in your
favourite way. But what is your favourite way?

connected to the programme of the Youth Exchange you


are preparing with the group, its even better because
you will be able to make use of it later.
After practising, give everybody the opportunity to show
how far they got. Make sure that it does not end up as a
competition.
Then start a talk with questions like:

If you want to take responsibility for your own learning, its


important to take a step back and look at the way you have
learnt so far, what was easy for you, what was difficult, how
you could do things differently.
Many young people will not immediately get that excited
when they hear the word learning. They might connect it
to words like school, boring, difficult or even failure. A
lot of them will see learning as something you have to do
because others tell you its important. Just telling them that
learning can also be fun and something you can do because
you want to, is probably not enough to take away this kind
of negative approach.

>> How did you start to learn? Did you make a plan or did
you just start doing?
>> Are you satisfied with how far you got?
>> What were the difficult moments?
>> How did you try to overcome these moments?
>> Did you ask for help from others?
>> Did you look at the others? Did they have different
strategies?
>> How do you think you can further improve? What would
your next steps be?

Learning styles
It might be good to spend some time on the topic of
learning, to share and discuss experiences, to connect those
experiences to those of others, to also recall those moments
of learning which were good, pleasant or even fun, or were
difficult but worthwhile in the end, to think about all the
things they learnt outside school: talking, dancing, kissing,
games To find out that a lot of learning is something you
do because you want to, you need to and it is something
you do for yourself and sometimes even for others.
Something that might even be fun!

A session on learning

Learning styles is about trying to define the ways in which


people prefer to learn. If you have a look at books or
internet sites about learning, you will find many different
ways to describe learning styles. Probably the two best
known ones are the VARK and Kolbs Learning Style
Inventory.
VARK
In this model, learning is related mainly to the senses:
Visual learners (learn through seeing)
Auditory learners (learn through listening)
Reading writing (learning by processing text)
Kinesthetic learners (learning by doing)

while preparing a Youth Exchange


A way to start discussing learning might be to learn
something together:
>> a dance
>> making portrait photos
>> juggling with three balls
>> a conjuring trick
>> anything else which is challenging, exciting and fun
Choose something where your participants can make
some progress in a relatively short period of time. If its

Kolbs learning styles:


>> converger (active experimentation abstract
conceptualisation)
>> accommodator (active experimentation concrete
experience)
>> assimilator (reflective observation abstract
conceptualisation)
>> diverger (reflective observation concrete experience)
(For more information about learning styles, you can start by
having a look at the Wikipedia website entry which provides
many links to go further:
http://en.wikipedia.org/wiki/Learning_styles)

33

B. Questions and answers

B1. How to support learning

Altogether, there are over eighty different learning style


models. A series of tests has been developed from these
models. By taking these tests so the theory goes you
can find out more about your preferred learning style. Many
youngsters like to do this kind of test and it can be another
helpful way of starting to discuss and think about your
learning.
Over the past few years, these models have been under
discussion and have faced a lot of criticism, partly because
of the poor research they are based on and partly because
of the effect they may have on people. Discovering your
preferred learning style might be dangerous and you might
put yourself in a box, thinking that you can only learn in a
certain way. Im an auditory learner so dont give me a book!

Some ideas to put into practice:


>> a one hour exchange session where you share the most
important thing you learnt over the past two years and
how you learnt it
>> Every team member makes their own learning plans
for the duration of the project and shares this with the
others
>> in a Training Course, trainers work in pairs and give each
other feedback after each session
>> a feedback session in the team
This kind of activity can help the team to:

Taking into account such criticism, when offering this kind


of test to participants, make it clear that the results of such
a test are only an indicator and should not be regarded as
the fixed way you have to learn in the future. It gives some
direction but be sure not to put people into boxes! The next
time they do such a test, the result might differ. People can
also change the way they learn.
Awareness of your own learning is not something you have
at a certain moment and then its done. Its an ongoing
process in which you will continually find new things
about the way you learn; you will change and develop. The
important factor is to develop the ability to look at yourself
when learning.

A prepared and learning team


It is not only the young people in the Youth Exchange or
the participants of the Training Course, who are lifelong
learners. Why not turn your team of youth workers or
trainers into a learning team? It might help you a lot in
dealing with the topic in the group and in becoming an
excellent team. Activities you offer to participants can also
be used in your team.

>> discuss the topic of learning


>> find different ways of working with learning in the
programme
>> come to a common understanding and approach

>> further develop professional competences

Planning to learn
When the learner is the one to act, the learner is also the
one to plan, deciding what to learn and seeing how and
when to do it. How can we assist young people in stepping
into that process?
Learning is about change, about acquiring something new:
new skills, new attitudes, new knowledge. To be motivated
to learn, you need to have a vision of where you want to go,
a future perspective. When you have certain ideas about
what you want for your future, you feel the need to learn.
Its not something young people think about every day. Its
even said that young people these days have only a very
short-term future perspective. They want it now! But of
course young people have wishes and expectations for their
future, both in the short term as well as the long term. But
they might need some assistance to articulate those wishes
and make their expectations more concrete. Sometimes it

34

B. Questions and answers

B1. How to support learning

can help to ask a young person where she/he wants to be


in five years. A free fantasy about this is often easier than
thinking about What am I going to do next week?. From
that picture of the young person in five years time, you
can extract wishes and needs for planning within a shorter
perspective.

When planning a Youth Exchange with your group, you


are talking about the future. It will be about wishes,
expectations and probably also fears concerning that event.
When you have a conversation with a future EVS volunteer
about what he/she wants to learn during the project, you
might well also talk about future expectations concerning
study, work and other plans for the more long-term future.

Two examples:

examples

Example 1
Living in a village Youth Exchange related
Tomek is working with a group of five young Polish people, preparing them for a Youth Exchange
that will take place in three months time in Belgium. The theme of the Youth Exchange is Living
in a village and there will be groups from four countries: Ireland, France, Belgium and Poland,
who all come from small villages. Although they are still working on a detailed programme for
the exchange, it has already been decided that they will make a video in which young people are
interviewed about what it is like to live in a small village. There will also be a group working on a
journal, they will prepare national dishes for each other and there will be workshops on making
the village a stage, meaning all kinds of street performances. The working language will be
English.
Tonight the Polish group will talk about their learning objectives. The aim for the evening is that
by the end of the evening all five will have written down a list of what they want to learn in
the preparation stage and during the exchange.
For the first half hour, Tomek gives them two options:
>> make a sketch
>> make a collage
that shows how you want to see yourself after the Youth Exchange.
Three of them choose to work on a collage and sit down with magazines, papers, pencils,
markers, paste and scissors. The other two leave for another room to prepare their sketches.
After a little bit more than the planned 30 minutes, they come back to show the results of their
work and talk about what their collages and sketches mean.
While the group talks, Tomek writes down the different words and sentences that come up:
>> I can speak better English.
>> I can do a clown-act.
>> I know some Belgian words.
>> I published my first article.
>> I know how to handle a camera.
>> I have friends from three other countries.
>> I will be in contact with the other groups.
>> I can juggle with three balls.
>> We can perform an act in the village square.
>> I have a Belgian girlfriend.
>> Im not afraid of flying anymore.
>> Im in a video, being interviewed.
>> I have carried out my first interview.

35

B. Questions and answers

examples

B1. How to support learning

Then Tomek gives them all five red and five green Post-its and asks them to write down
individually on the green ones, what they are most looking forward to, and on the red ones, what
they fear. He asks them to write down at least two things on the red and two on the green.
He gives them 15 minutes, but after ten they are already finished and put the Post-its on the wall.

Red:
>> They will not understand me.
>> The Belgians and French will stick
together, speaking French.
>> Everything will be very expensive for us.
>> I dont know how to make contact with
the others.
>> Maybe they will do things in very
different ways.
>> They might see us Polish people as
stupid.
>> They will hate our food.
>> Most things will be done by the Irish
because they speak better English.
>> Flying
>> They have very different rules from us.
>> We wont manage to talk with the others.
>> What if I dont like the food?
>> What if they explain all the technical
things for the video work in English?
>> I dont know what to talk about with
youngsters from other countries.

Green:
>> the journey to Belgium
>> street theatre workshops
>> seeing Brussels
>> partying with the others
>> making a really good Polish dinner
>> presenting the video
>> tasting Belgian beer
>> being away from home for ten days
>> arriving at the place where we will stay
>> working together with people from other
countries, in English
>> eating a French dinner with French wine
>> singing Irish songs
>> learning to be a clown
>> making a video out of everything that has
been recorded

The group then talks for more then an hour about their fears and the things they are looking
forward to. Tomek asks questions like:

>> Do you understand the other Post-its?


>> Do you see things you hadnt thought about?
>> Are there others who have the same fear?
>> What can you do to overcome that fear?
>> Are there things that you can learn before we go?
>> How can we help each other?
>> ?
For the last half hour, Tomek invites them to write down on a piece of paper what they think they
can learn from the Youth Exchange, both from the preparations as well as from the event itself.
He tells them that this might not be that easy but asks them to just write down what comes into
their heads now and keep the piece of paper for themselves. Next week they will go on with their
planning and he promises to explain about Youthpass and what all this has to do with it.

36

B. Questions and answers

B1. How to support learning

examples

Example 2
Isabel goes EVS European Voluntary Service related
Isabel will start her EVS project in Italy in 6 weeks. Today she is taking the train from Porto to
Lisbon where she will talk with Magda from the sending organisation. She has met Magda once
already and she helped Isabel a lot in making contacts and finding the organisation in Tivoli near
Rome. But today their talk will be about something different. It will be quite long. Magda has
scheduled three hours for it, and the topic will be: What do I want to get out of my EVS?.
Isabel has been thinking a lot about this question over the past few days but has not found it
easy. For her, the most important reason for going to Italy for a year is to have time to think
about what she wants to happen afterwards. She wants to take some distance from the life she
has lived till now. Things got out of hand last year. She left school, found a job, got sacked and
was caught by the police stealing a wallet out of a car. When she ended up in a police station,
she decided that this all had to stop. Her parents tell her its all because of bad friends, which
might be partly true, but Isabel has the feeling that she needs some time for herself. EVS seems
to be a great opportunity.
But still, that doesnt answer the question: What do I want to get out of my EVS?
So, she is a bit nervous when she arrives at Magdas organisation. But she is set at ease
immediately by Magda who tells her that they will have the whole afternoon together to find the
answer to that question.
Magda asks her a lot of questions. Isabel tells her everything about her disastrous year and the
need to take some distance. Magda compliments Isabel on her ability to talk about her
life in a very clear and understandable way. Then she starts to ask questions about
what taking some distance will mean in practice. Difficult questions to answer, but
they help Magda understand things better and to put taking some distance into
practice.
They talk about the tasks that Isabel will carry out as a volunteer in Tivoli. What are
the things she feels she can do easily and what are the things that might be more
difficult? They talk about Isabels expectations of her Italian mentor, the way she
thinks she will make friends there, how she will manage to cook for herself, if she
has any plans for free-time activities, the language course she will take and many,
many more things. Magda mainly asks questions which help Isabel identify
exactly what she wants, what steps she has to take to reach those goals and
who might be the people who can help her.
Then Magda puts a kind of form on the table which she describes as a
learning plan. She suggests that Isabel makes a learning plan for the
first 6 weeks of her stay in Italy, writing down what she wants to learn in
that period, how she wants to do it, who she wants help from and when
she wants to have it done by.

37

B. Questions and answers

B1. How to support learning

Learning Plan
Name: Isabel
What

How

With whom

When

Learning to be able
to survive in Italian;
speak basic Italian
allowing me to
express myself

- language course which


will start in my second
week
- speaking Italian in the
organisation
- speaking Italian (not
English) at home with
my two housemates
(also on EVS from
Estonia and the
Netherlands)

- the other course


participants and
teacher
- asking colleagues
to be patient
- trying to make
an agreement with
housemates

- start second week and


will last 8 weeks

To stay myself when


meeting people

- to be honest about
how I feel
- to express my opinion
- to write about it every
day in my diary

- I want my mentor
to help me in this
- maybe also my
housemates

- starting immediately
from the first day
- weekly talk about my
experiences with mentor
- every day diary

Taking good care


of myself, meaning
food!

- a healthy meal
every day
- buying a cook book
- finding others to eat
and cook with

- I will check with my


housemates
- have to see who I
will meet

- should start cooking


from the beginning
- after two weeks I can
check out my housemates
- after six weeks I want to
have a new food plan

Knowing and
understanding
my tasks in the
organisation

- asking for documents


about the organisation
and the projects to read
- having talks with
those who are
responsible for the
projects

- making a plan with


my mentor
- colleagues

- plan with mentor in the


second week
- reading documents and
having talks in weeks 3
and 4

Before Isabel goes home, she gets some documents from


Magda with information about the Youthpass. Magda
asks her to also have a look at the Key competences
and to see how she can link these to her own learning
objectives - and she encourages Isabel to also look at a
more long-term perspective.

- in the first few days of


my stay
- during our first housemeeting
- after six weeks, I
want to feel able to
express myself in simple
situations

38

B. Questions and answers

B1. How to support learning

Setting and planning learning objectives


When you help young people set and plan their learning
objectives, the following points might be worth considering:
Set objectives which connect to the young persons wishes
and needs.
Its important that the young person feels ownership of their
learning plan. The risk is that you, with the best intentions,
suggest objectives that you feel might serve the youngster.
In the end the youngster will work for you, not for him/
herself.
Describe objectives as concretely as possible in terms of
tangible and observable behaviour.
Learning to communicate is quite vague, learning to
express my own opinion is already more concrete, giving
my opinion in the meeting with the group next Saturday
is very concrete and is something which can be easily
evaluated afterwards.
Make sure the objectives can be evaluated, so that
progress becomes visible.
Seeing progress is motivating, ticking a box as done gives
a good feeling. So make sure that objectives are described
that way.
Set realistic and achievable objectives.
Sometimes young people have the tendency to get overenthusiastic and set themselves huge objectives or
objectives which might be not very realistic at that moment.
Try, together with the young person, to break those
objectives down into smaller steps which are achievable.
Try to set objectives which can be reached within a shortterm period.
Its nice and motivating to experience success. Long-term
goals require a lot of patience. Also here, the principle
applies: try to break down the long-term goals into smaller
steps.
Describe the objectives as much as possible in positive
terms.
I want to stop acting stupidly when I meet a new person
focuses on the negative and doesnt give much assistance
in trying out new behaviour. Statements in terms of
competence enhancement are positive and motivating:
When I meet a new person, I will start to ask questions to
see what we have in common.

Opt for objectives which match the young persons


strengths.
Often its better to further develop competences you already
have than to start learning something completely new. When
its about something new it is important that it fits into, or
links to, strengths you already have.
Objectives which can be achieved quickly should be in
balance with objectives that require some effort from the
young person.
When you have your learning plan, its good to have some
objectives you can reach quickly and others which require
more effort.
Make sure the objectives are varied.
Learning objectives can be very different in their nature.
They can be about knowledge, about skills and about
attitudes. Because learning is about these three different
elements, all of them should be present in the learning plan.
Celebration time
Encourage the young person to think about how she/he will
celebrate when objectives are achieved. Its something to be
proud of!

Check the learning objectives


Are they based on the learners needs?

Are they concrete and tangible?

Can they be evaluated?

Are they realistic and achievable?

Can they be reached in a short


amount of time?

Are they described in positive terms?

Do they match the learners strengths?

Is there a balance between short-term


and long-term objectives?

Are the objectives varied?

How can you celebrate?

39

B. Questions and answers

B1. How to support learning

So, now I have my group motivated to work on all kinds of


different things. They choose to learn, they are enthusiastic
about it and now I have to tell them about these Key
competences. What do you want me to tell them? That the
European Commission thinks its much more important
to learn this very pompous stuff? Do you think that will
motivate them?
When you read out the eight Key competences to a group
of young people, you will probably not manage to get them
very excited about it. But when you explain that the Key
competences are meant to
>> help put all the things theyve learnt into a framework
>> and this framework will also help other people see and
recognise what they have learnt
THEN they might start to like the idea!
In many situations, you will probably only introduce the Key
competences after you have worked on learning objectives
with your group, although in some situations, for example

in Training Courses for youth workers (Action 4.3), the Key


competences can help participants to think about their
learning objectives. But in general, it might be a better idea
to see how the learning objectives of young people can fit
into the Key competences.
Make sure participants understand that they dont have to
use all the eight Key competences in one activity. In many
Youth Exchanges and Training Courses, it may well be better
to concentrate on only two or three of them. Try to connect
what the young people want to learn with what is described
in the Key competences and, in this way, you will be
translating them into a language which will be understood
by your youngsters and is related to their world.
Dont make the Key competences sound complex and
difficult. They have been developed as a tool to help people
in structuring their learning outcomes and to help make
these outcomes more widely recognised.

is about the confident and critical use of


Information Society Technology
basic skills to use computers and internet

how to organise your own learning


to be able to deal with obstacles

Interpersonal, intercultural
and social competences

and civic

competence

being responsible for your own learning


to evaluate/assess the outcomes of your learning

the ability and willingness


to use mathematical modes to
deal with problems and
challenges in everyday life
the ability and willingness to use
knowledge to explain the natural
world, to identify questions and
to draw evidence-based conclusions

Learning to learn

to be able to deal with people from all


kinds of different backgrounds

to be able to deal with conflicts in a


constructive way

knowledge of what is going on in your


village, city, country, Europe and the
world

Mathematical
competence and
basic competences
in science and
technology

the ability to express yourself and


understand a foreign language,
according to your needs

knowledge of concepts/ideas on
democracy/citizenship/civil rights

Key competences
What are they about?

Communication in
foreign languages

the ability to express thoughts, feelings


and facts in words (oral/written)
to be able to interact linguistically in an
appropriate way

your participation in civil life

Cultural
expression

a positive attitude towards cultural


differences and diversity
curiosity about languages and
intercultural communication

the ability to communicate in an


appropriate way with friends, family and
colleagues

Digital
competence

to appreciate the importance of creative


expression of ideas, experiences and
emotions

everything connected with media, music,


performing arts, literature and visual arts

the ability to turn ideas into action

Communication
in the mother
tongue

Entrepreneurship

to be creative and innovative

to dare to take risks

project management

40

B. Questions and answers

B1. How to support learning

Reflection and assessment


As we pointed out before, the Youthpass process is
designed to make the learning in projects more explicit. It
means that the learner has to be aware of what he/she is
learning and try to put into words what has been learnt. This
is not something you only do at the end of a project. During
the whole process, the learner needs time and space to see
what has been learnt, what new questions have come up,
what barriers have been discovered, whether he/she is still
on track and if the plan has to be adjusted. And at a certain
point it has to be decided whether you have managed to
learn what you wanted to learn. You have to assess your
learning. Reflection and assessment go hand in hand.
Reflecting on learning
Learning is not something that goes on in a continuous oneline process. There are good days and bad days. Sometimes
you make a lot of progress, sometimes you have the feeling
not much is happening.
The Swedish EVS volunteer who has the feeling that she
will never be able to speak French. She has learnt all the
words and all the grammar, but having a conversation is
so difficult. Then one day she reads an article in a French
newspaper and she understands it all! That same day, by
coincidence, she meets a French guy in a caf and she talks
with him for one hour in French! What a day!
Or the young man who, (during a Youth Exchange) for the
first time in his life manages to have a forty-minute talk with
another guy about a fight they had the day before. It worked
out, they resolved the conflict!
Or the participant in a Training Course on intercultural
learning who, at some point in the evaluation of a simulation
exercise, gets the exciting feeling that now she got it, she
suddenly understands what kind of mechanisms play such
an important role in intercultural communication.
These are good and inspiring moments. To turn them into
conscious learning moments, its important to reflect on
them:
>> which elements/ factors made this learning successful?
>> how did I bring myself to this point?
>> how can I benefit from this in my further learning?
>> should I adjust my learning plan?

By reflecting, the learner becomes more aware of the


learning, of what has been learnt and how. Perceptions of
this will probably change from time to time.
This not only applies to successful moments. During the
process of learning many things can change:
>> you might learn something which was not planned at all
but that now you see as very important and valid
>> you find yourself behind your schedule
>> you find yourself going faster than you planned
>> in the process of learning, you find out that other
questions come up and you want to add to your learning
plan
>> there are unforeseen obstacles that you have to
overcome
>> ..
Constant reflection can help you to keep track, to adjust, to
be aware of your success and to be motivated to go on.
Assessing my learning
Youth workers, mentors and trainers dont give marks to
their participants. In non-formal education we dont usually
work with tests and examinations to assess the results of
learning. Since the learner is responsible for what, how and
when he/she wants to learn, it seems logical that the learner
should also decide when the job is done. In other words:
self-assessment.
When using part 2 of the Youthpass in Training Courses
and EVS projects, self-assessment is the basic principle. The
learner writes down what has been learnt.
Again, this is something very new for many people. Often,
we are used to others deciding for us if we have succeeded
or not. When these other people think you were successful,
they give you a nice piece of paper and youre done. If they
think you werent, you have to try again.
But now you have to do this yourself. You are the boss!
It is a challenging responsibility which, in many cases,
needs help, assistance and support. To assess yourself, its
essential that, aside from individual reflection, you discuss
things with colleagues, peers, mentors, youth workers,
trainers, friends.

41

B. Questions and answers

B1. How to support learning

Individual reflection
In a Youth Exchange, a Training Course or during an EVS
project, many people feel a strong need to have some
time for themselves, to be alone, not surrounded by all the
others, a chance to deal with the many impressions they
are confronted with. In a way it is a very natural need for
reflection. As its not always simple to plan and have that
time for yourself, it can be good to offer space and tools in
the programme to encourage participants to take individual
reflection time.
Diary or Learning Journal
A diary or learning journal can be a simple and effective
tool for giving participants the opportunity to reflect on
the process they are going through and to note down the
experiences of the day. It can be a good method to use, for
example, in EVS-projects to help the volunteer reflect on
the large number of experiences that she/he has to deal
with. During Training Courses and Youth Exchanges this can
also be a valuable tool. A diary is something for yourself,
so people can use it in their own way: writing in their own
language, doing it daily or once a week, having it with them
all the time or at home under their pillow.

Example

Youth Exchange
Message in a bottle
Italy June 2008
My Diary

Name: ...................................

What happened today?

Any special moments?

Still thinking about

You know what I learnt today!?

Something to keep in mind!


Just giving an empty notebook is one way, but it might
help it you provide some structure by posing some leading
questions like:

Tools for self-assessment


>> Describe what happened today in your own words.
>> Were there any memorable moments?
>> Are there things or questions still buzzing around in your
head?
>> Is there anything new you learnt today?
>> Is there anything you want to pay further attention to?

In educational shops and on the internet you will


find more and more tools that can help people assess
themselves.
Hundreds of different tests on different sets of
competences have been developed. You will find tests
on leadership skills, communication skills, language
skills etc. Be aware that the quality of these tests is very
variable. When you offer tests to participants, tell them
that the outcome is not the whole truth. It can help you
to see some characteristics about yourself and to make
you reflect on them.
A wide variety of card games is on the market, which
aim to help people look at their competences. You will
find sets of cards with a wide assortment of skills written
on them. Using them, you can pick out the cards that
describe your competences or the ones you want to
develop. There are also card games that have a more
creative approach and offer all kinds of images to help
you to think about your strengths and weaknesses. And

42

B. Questions and answers

B1. How to support learning

of course there are many other creative tools to help people


reflect, based on images, drawings, collages, using objects,
metaphors and different forms of non-verbal expression.
These can be relevant here because they help get around
language barriers and allow more freedom of expression on
different issues and matters related to learning.
An individual talk
Regular individual talks with the young person can help her/
him to keep on track, to discuss challenges and to look at
the learning process with the help of another pair of eyes.
In an EVS project, this kind of talk between volunteer and
mentor is often already common practice. In the preparation,
running and evaluation of a Youth Exchange or in a Training
Course, this kind of talk can also be of great value.
Some tips for individual talks:
>> Let the other person talk. Ask open questions they
start with phrases like: How much do you ? or When
will you ?. By asking open questions and letting the
youngster speak freely, you offer them the chance to
think aloud about what he/she is going through.
>> Listen with empathy. This means that you imagine the
others situation and experiences. Ask for facts as well
as feelings.
>> Try to help put some order into the information you get
from the young person. Every so often, young people can
lose themselves in too many and sometimes irrelevant
details. Ordering and summarising helps them to think
in a structured way and to focus on the core issues.
>> Give positive feedback on the results that have already
been achieved by the young person, make change
explicit. Many people have the tendency to focus on
things that dont go well. To show the young person her/
his own success works as a strong motivating factor.
>> Stimulate and support the young persons sense of selfresponsibility. There is always the risk in talks like this
that you (the mentor, youth worker, counsellor) come up
with solutions. Let the young person find his/her own
way.

Learning with others


One of the main characteristics of non-formal education is
that you learn together and from each other. Youth workers,
youth leaders and trainers are there, not to teach, so much
as to facilitate the learning process. Facilitation means,
amongst other things, creating an atmosphere where
people can learn, encouraging people and offering tools and
methods for working together.
Group dynamics
Bringing a group of people together does not automatically
produce a good learning environment. Certain kinds of
group dynamics stimulate learning more than others. You
could even say that when certain conditions are not there
in a group, learning becomes almost impossible. Although
groups develop in all kinds of different ways and you
cannot dictate what is going to happen, it can be helpful to
distinguish the kind of group dynamics which help people
learn. For the facilitator, the task is to help the group
develop in that direction.
Positive signs for a learning group:
>> Participants are allowed to be themselves. There is no
group pressure to act and behave in one certain way.
Different forms of expression are respected and valued.
>> Participants are allowed to make mistakes. Learning
often means making mistakes. That can make you
vulnerable. You dont want to be ridiculed.
>> The group takes care of its own process. Participants are
able to talk about the development of the group and
take care of the wellbeing of individual members.
>> Different forms of expression are used. Participants
express themselves not only in words but also by other
creative means such as movement, music and drawing/
painting.
>> Critical questions are appreciated. Participants can deal
with and appreciate it when others ask critical questions.
Its not seen as a threat but as inspiring.
>> An interactive working atmosphere. Participants share
tasks, work in different combinations, give feedback and
support each other.
Group Reflection
In a Youth Exchange or Training Course, a common
evaluation and reflection on the experiences at the end of
the day can help individual participants a lot in structuring
their own thoughts or clearing up their confusion. By
hearing the thoughts and opinions of others, you might gain

43

B. Questions and answers

B1. How to support learning

new ideas yourself or you might gain confirmation or find


recognition of your own feelings and experiences.
There are all kinds of different methods of group evaluation
and reflection. You can find many of them in:
>> the SALTO CD ROM on Evaluation, downloadable from
www.salto-youth.net/Evaluation
>> and in the T-Kit on Evaluation (nr.10) downloadable from
www.youth-partnership.net
Big groups are at a disadvantage when it comes to having
an open and safe space for sharing thoughts. One method
often used in Training Courses and Youth Exchanges is
the Reflection Group. At the end of every day, participants
come together in the same small groups (4 -7 participants)
to reflect on that day. The advantage of the fixed group is
that it allows the members to create their own atmosphere
during successive days. As well as this, the small group
offers, in general, a safer environment.
Reflection Groups are used for different kinds of purposes.
They allow participants to blow off steam, they give youth
workers or trainers the opportunity to keep track of what
is going on in the group, they allow participants to express
their wishes and ideas for the programme and they are an
opportunity to share experiences. Another aim can be to
give participants space to support each others learning by:
>> sharing what they have learnt
>> giving feedback
>> supporting each other
The same topics described above as guiding questions
for the diary could help structure such a conversation in a
Reflection Group.
Peer pairs and groups
One way of organising mutual support in, for example, a
Training Course can be to make peer pairs. Every participant
is connected to one of his/her peers and during the
course they meet regularly to talk about their learning
achievements and challenges. They know each others
learning objectives and reflect together on the process,
exchange their experiences and support each other. Often
its much easier for participants to search for support from a
peer than ask a trainer.
In some situations, it might be better to have small groups
of three or four people in a peer group. The disadvantage
of a pair might be that people just have one other person to
deal with.

It might be good to spend some time on topics such as


active listening, asking good questions or feedback to
prepare people to use their peer groups effectively.
Feedback
One way of benefiting from others around you is to ask
them for feedback. Of course you know yourself best. But
still, the image that you have of yourself is limited. It can
be very helpful to get impressions from others of how they
experience you and what competences they think you have.
Feedback is meant to be helpful for the person who receives
it. In other words: if you are totally fed up with someone
and you finally have the guts to tell him or her everything
you think he/she does completely wrong you might feel
very relieved but it is not very helpful for the person you are
addressing. So: no feedback.
To be helpful, feedback to somebody must be given in such
a way that the other person:
>> understands the information
>> is able to accept the information
>> is able to do something with the information
When you want to use feedback in a group its important to
explain what feedback is about.
You might often hear discussions about giving positive
as well as negative feedback. When its about learning,
feedback is always positive, meaning constructive, because
it aims to bring positive change and development.
Just telling somebody what you see as very positive aspects
about that person can be very helpful. Often we are not used
to telling someone what we see as their good qualities. That
information might be very new and helpful to that person; it
gives him or her a more complete picture of themselves.
As well as this, you might have tips for someone on how to
improve certain aspects about themselves.
I like your creative and enthusiastic new ideas in our group.
They often give me new energy and motivate me. For me,
it would be even better if you took some more time to
introduce your ideas.
In simple words: feedback is about making the other person
more aware of her/his qualities and giving them suggestions
on how to improve.

44

B. Questions and answers

B1. How to support learning

Feedback can be used amongst peers, in small groups or


teams and in individual talks, for instance between a youth
worker and youngster.
Some tips you might give to your group when introducing
feedback:
When you give feedback:
>> Try to tell the other person about concrete, specific
behaviour you see and what effect that behaviour has on
you (your ideas motivate me, the enthusiastic way you
speak sometimes makes me confused).
>> Dont start sentences with you are or you always. You
can only tell the effect that the others behaviour has on
you.
>> Be action-oriented, give concrete tips (sometimes you
make me confused and I think that if you took more time
to explain your ideas, it would help me).
>> Be aware that a certain tension is involved in feedback.
>> When your feedback produces emotional and defensive
reactions, it is best to stop and try and find out what the
reasons for such reactions are.
>> Feedback works better when its given shortly after an
activity where you have seen the other in action.
>> Feedback should be given after it has been asked for.
>> Feedback should be based on empathy and respect.
>> Be sure you have enough time.

When you receive feedback:

will be how to put your learning outcomes into that


framework. Its important to point out that not all the Key
competences have to be used. In most cases, somebody will
not have learnt all the eight Key competences during an EVS
project or during a Training Course.
In a Training Course, it might be helpful for participants
if trainers - while introducing the programme - link the
different programme elements to the Key competences.
In many Training Courses only two or three of the Key
competences will be specifically addressed in the
programme. Of course, it might be that participants also
learn outside the programme. Communication in a foreign
language might not be an element in the course but a
participant in an international Training Course might still
make great progress in language skills and want to state
this in their Youthpass.
Starting from the Key competences when assessing yourself
might be difficult. Therefore, it might be better to only
address them in the last step of the process.
Start collecting the learning achievements by using:
>> the initial learning objectives that were set at the
beginning of the project
>> the notes made at the end of the day in, for example, the
Diary
>> the results of a feedback session

>> Listen carefully and actively.

>> an extra talk with your peer

>> Ask questions for clarification.

>> an individual talk with the mentor or trainer

>> Try to repeat in your own words what youve heard to


check you understand things correctly.

>> an overview of the Training Course programme or all the


activities undertaken in the EVS project

>> Its good to get feedback from more people and/or to


check with others about what youve heard.
>> Dont overreact to feedback but decide for yourself what
is useful for you.

Self-assessment using the Key competences


At the end of the EVS project and on the last day of the
Training Course, the moment is there to note down your
learning achievements in your Youthpass. Youthpass offers
the framework of the eight Key competences. The challenge

45

B. Questions and answers

B1. How to support learning

In an EVS project, it is recommended that you set aside an


appropriate amount of time for the self-assessment. Filling
in the self-assessment part of the Youthpass should be
done together with the mentor who will have an important
role to play, assisting the volunteer by asking the right
questions and offering tools that help structure all the
experiences. Dont just start this on the last day in between
saying goodbye and packing. It involves looking back over
a long process in which many things happened. Try to plan
different sessions with the volunteer involving:

Some ideas for starting a sentence to describe your


learning:
>> I feel more comfortable now
>> I found out
>> I learnt
>> I feel confident

>> mapping the different stages and activities

>> I made progress

>> looking at and assessing the initial learning objectives

>> Im able to

>> looking at unplanned learning outcomes (it happens a


lot that you learn things you didnt plan)

>> I now know how


>> I developed

>> looking at problems and challenges and how the


volunteer managed to deal with them

>> I have a clear view now

>> trying to formulate the learning outcomes

>> I want to explore further

Time is limited in a Training Course. The final selfassessment will probably take place on the last afternoon
and the trainers will not have time to speak with all the
participants individually. Thats why clear instructions and
tips are necessary to get participants to work on the Key
competences:
>> point out (again) what the main Key competences
addressed in the Training Course are
>> recommend that they ask each other for support
>> give some examples of how to write down the learning
achievements
>> give some ideas of how to start a sentence to describe
learning outcomes
>> remind them that somebody else who reads it should
beable to understand it
>> tell them there are many right ways to do this; the trick
is to find the one that fits you best

Facilitator of learning
As we said at the beginning of this chapter: young people
also learnt a lot in Youth Exchanges, EVS projects, Training
Courses and Youth Initiatives before the introduction of
Youthpass. What Youthpass aims to add is an increased
awareness for the learner of what she/he has learnt and
the recognition of that learning by others. An important
pre-condition for this is that the youth workers/leaders,
mentors, and trainers who implement these projects are
aware of the learning possibilities that the projects offer
and are ready to take on their role as the facilitator of that
learning process. How new that role is will differ a lot from
person to person depending on the background, country or
field where he/she comes from.
In general, we can say that making learning explicit is
something new and challenging in the field of non-formal
education. We are at the beginning of a process which could
be exciting!
A process where there is still much to explore and new
ideas, approaches, methods and tools are welcome and
necessary.
The website of Youthpass will allow practitioners to share
their experiences and ideas lets use it!

B. Questions and answers

B2

Youthpass in practice
Youthpass in Youth Exchanges

1 What is Youthpass in Youth Exchanges?


The simple answer is that Youthpass in Youth Exchanges
is a Certificate which confirms the participation of a young
person/a participant taking part in a Youth Exchange. It is
also a Certificate that describes the activity as such and
the involvement of the young person/participant. And the
more sophisticated answer is that Youthpass and the linked
political context offer recognition of non-formal learning
within the Youth in Action Programme
And this is what Youthpass looks like:


In the following parts each section of the Youthpass
Certificate will be explained.

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Youthpass in Youth Exchanges

1.1 Youthpass as confirmation of participation


Youthpass confirms participation of a young person taking
part in a specific Youth Exchange. The first half of the first
page includes the name of the participant, the date and
town/country of birth and the basic details of the exchange.

47

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Youthpass in Youth Exchanges

1.2 Description of activity


The next part of the document is a general description of
what Youth Exchanges are, as described in the Programme
Guide for Youth in Action.
This part provides essential information for people from
outside the youth field as it explains the general idea of
what a Youth Exchange is really about. This is necessary for
situations where the participant who gets Youthpass shows
it to someone who has never heard about Youth Exchanges
in international youth work. It might also make you think
about how you would describe such Exchanges to someone
from outside the field in your own words

On this page Youthpass will be signed by a representative of


the organisation this could be a legal representative.
The structure of the first page of Youthpass ensures that
relevant information about the Exchange is presented in a
concise manner, which can be handy to use in support of a
job application, for example.
All Youthpass Certificates are stored in a central database
for security reasons and to help create a replacement
Youthpass if someone loses theirs. Each Youthpass has a
unique ID number at the bottom of the first page which will
allow people to check whether the Certificate is genuine.

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1.3 Description of activities undertaken


The second page of the Youthpass for Youth Exchanges
gives basic information about the project. In that way
readers get a quick overview about the project and an
understanding of the learning opportunities within the
project.
The aim and objectives of the project are described and all
the partner organisations that participated in the project
are mentioned. This is followed by a description of the main
activities/programme elements during the Youth Exchange.
There is also the possibility to mention the achievements
of the project when you want to highlight some important
outcomes of your exchange project. Finally, there is the
possibility to mention any co-funding that was received for
the project. The last two fields are optional; if you dont
want to highlight any special outcomes of the project, the
title will not appear on the certificate.

> To give you an example:


The project Together for the Environment brought
together young people from Belgium, United Kingdom and
Germany. To prepare for the project, the German group met
several times in the evenings and twice in a weekend. They
discussed their local ecological situation, and prepared a
map of their city with regard to specific questions (waste
and energy usage data). During the Exchange project in
England, they compared what they had learnt about their
home towns, discussed how their everyday habits influence
environment, and visited organisations that work with
environmental issues. After returning home, they developed
personal plans how to have ensure best influence on the
environment with their everyday behaviour.

Once when the certificate is ready, the second page will be


signed by the person in charge of the project.
All the above-mentioned information is restricted to two
pages. Therefore there is a limited number of characters
for each of these parts in the online certificate generation
tool. We have found that people from outside the field more
readily accept a two-page certificate.
The next part of the Youthpass gives the possibility to
describe the individual learning outcomes of the participant.
There the number of pages is not limited.

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Youthpass in Youth Exchanges

1.4 Description of individual learning outcomes


After the first two pages, the part of the certificate follows
which includes information about the individual participant.
Here, the number of pages is unlimited. Firstly, the
commitment and tasks of the participant can be described.
Below that, the participants learning results are outlined,
using the key competences as basis for categorisation.
There is the possibility to enter the name of the person who
supported the process of self-reflection. Writing down ones
learning outcomes is a challenging task. To have someone
to support you in that reflection process can be of great
value. This could be the role of a youth worker/leader but it
could also be something taken up by one of the peers in the
project.
The next step is to decide under which key competences to
place the learning outcomes. Further on you will find more
information and
assistance on that.
Space is provided
to give information
about further
references, for
example by a youth
worker or another
support person,
at the end of the
certificate.

The participant then signs the certificate. In case the


learning process has been assisted by the dialogue with a
youth worker/leader or someone else, the dialogue partner
also signs the certificate.
At the bottom of the last page of the Youthpass certificate
you will find links to the Youth in Action programme, the
key competences and the Youthpass website for further
information.
You can generate Youthpass on a specific website. And this
is how it works when you organise an approved project:
>> Together with the contract for your approved project,
you will get a link to the Youthpass website
www.youthpass.eu
>> You are obliged to inform all participants that they are
individually entitled to get a Youthpass.
>> On the Youthpass website you need to register before
you can start using the Youthpass generating tool.
>> Help texts will guide you through the different steps.
>> You can easily create Youthpass Certificates by filling in
the different boxes online with information about your
project and participants. Once all information is there,
you can generate the Certificates in pdf for Acrobat
Reader and print them.

Further technical details you will find on the website www.


youthpass.eu.

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B. Questions and answers

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Youthpass in Youth Exchanges

2 Why Youthpass in Youth Exchanges?


Now you have some ideas about what Youthpass is like in
a Youth Exchange. But you might still be asking about the
why, and so may other people be asking you.
>> What is the benefit/potential of using Youthpass in
Youth Exchanges?
>> Why is Youthpass meaningful for participants?
>> Why does it make sense for organisations?

to see if a Youthpass certificate can make a difference for


the next steps in their lives.
For youth workers/leaders, people who are responsible
for the Youth Exchange and their organisations, Youthpass
is a way of using a Europe-wide system for validation and
recognition of youth work. At the same time, the certificates
show that you organised an activity that was qualitychecked by the National Agency of the Youth in Action
programme in your country and financially supported by the
European Commission.

For young people, Youthpass is an opportunity to


demonstrate officially their active participation in a project.
They can use it when applying for a job or for further
education and training. At the same time it means for
young people, and this is even more important, that they
recognise their own participation and their own learning and
development.

The use of the educational recommendations concerning


the learning process, learning objectives and outcomes
described in this Youthpass Guide might help to increase the
impact and quality of youth work. Youthpass highlights the
added value in terms of learning in a Youth in Action activity.
You can read more about that in chapter A5 Youthpass
more than a certificate of participation.

When young people take part in a Youth Exchange they will


be involved in preparing programme elements, they take
part in the activity and will take up certain responsibilities.
They get many new experiences from which they will
probably learn a lot. By reflecting regularly on their personal
learning during the exchange, they become more aware of
their own learning. That will also enable them to recognise
their learning potential. The Youthpass certificate handed
out at the end of the project serves for the participants as
a document to show their learning outcomes to others, and
as a confirmation of their own perception on their learning
outcomes and potentials.

For further ideas and support on how to use Youthpass,


please have a look at chapter B1: How to support learning.

Youthpass offers the opportunity to document the learning


that takes place in Youth Exchanges and to show the
commitment and active participation of young people.
Especially for the group of young people who have not
managed to finish their formal learning path and who are
sometimes referred to as early school leavers, school drop
outs, disadvantaged young people etc., it will be exciting

B. Questions and answers

B2. Youthpass in practice


Youthpass in Youth Exchanges

3 How can Youthpass be used in a Youth Exchange?


Youthpass is more than just a piece of paper and more
than just the cream on top. This is the intention of those
who were part of the development of Youthpass.
But what could it look like, how can you use it from the first
moment you hear of Youthpass to the very last moment
when you finalise the Youth Exchange?
Have a look at this flow chart of a typical Youth Exchange:

Initial ideas for an Exchange


t
Consolidation of a group of participants
t
First setting of aims and objectives and thinking about possible partners abroad
t
Contact with partner organisation(s)
t
Deciding with project partners about main aims and objectives; types of activities needed
t
Organising the necessary logistics: travel; accommodation; etc
t
Running the Exchange
t
Evaluation and follow-up

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B. Questions and answers

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Youthpass in Youth Exchanges

Youthpass fits into the flow of a Youth Exchange at several


moments and milestones during the activities, as you can
see from the following example of relevant questions which
could be used at each stage:

Initial ideas for an Exchange


t
Consolidation of a group of participants

- what do you want to get out of the Exchange?
t
First setting of aims and objectives and thinking about possible partners abroad

- how and what do you want to learn in the Exchange?
t
Contact with partner organisation(s)
t
Deciding with project partners about the main aims and objectives; types of activities needed

- sharing ideas about learning goals and how to implement Youthpass
t
Organising the necessary logistics: travel; accommodation; etc.

- what did we learn when taking responsibilities here?
t
Running the Exchange

- how do we share our learning with each other?

- when do we organise reflection groups?

- what activities was I involved in?

- issuing Youthpass
t
Evaluation and follow-up

- what are our future learning goals?

- how will we use our Youthpass Certificates?

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Youthpass in Youth Exchanges

Now we would like to take you through the different steps


that might help you to implement Youthpass in your Youth
Exchange:
1. When planning your activity you can integrate Youthpass
right from the beginning. By looking at the aim and
objectives of your project you can identify the learning
potential of the project for the young people involved, and
how you can encourage the learning process. You can
explore the different methods and moments where
participants have the possibility to reflect on their
learning.
2. When your project is approved by your National Agency of
the Youth in Action programme you will receive a contract
and information letter. There you will find a short
explanation of Youthpass and a link to the website:
http://www.youthpass.eu. You need to register here in
order to be able to generate the Youthpass certificates.

3. When you plan the Youth Exchange


>> you should inform all participants that they are
individually entitled to receive a Youthpass certificate. It
is your contractual obligation as an organiser to inform
participants about the possibility of receiving Youthpass
and to offer it if requested,
>> you can include questions on learning objectives,
earning opportunities and personal development in the
sessions in the Youth Exchange programme when you
reflect on the on-going process,
>> you can include a session on learning, awareness of
ones own learning, new ways of learning etc. Chapter B1
How to support learning gives ideas for this.
4. Before you can generate the certificates you should fill
in all the information which is relevant to the activity.
Most of that can be prepared in advance, except for
the last part with the individual learning outcomes of the
participants. You can reserve time during the last day(s) of

the exchange to give theopportunity for the participants


to work on this part, or you could decide to give
participants the possibility to work on that after the
actual exchange. The last option has the advantage that
the youth workers/leaders can more easily take the time
after the exchange to support the young people with this
part. The disadvantage is that all parties involved are
faced with everyday activities and may therefore find it
harder to retain the motivation to reflect on the learning
that took place in the exchange.

5. Concerning the generation of the Youthpass: you need


time to fill in the data on the website before the
certificates can be generated. You can prepare parts of it
in advance and the first page can already be signed by a
legal/official representative of your organisation.








If you want to issue the Youthpass certificates on the


spot, e.g. during the farewell party, you should
organise at least one computer with a printer and
internet connection. Youthpass certificates are generated
using an online database. There are also other creative
ways of setting up the technical facilities to prepare
Youthpass during an exchange, such as using internet
cafes or asking organisations nearby to provide access to
computers and internet.

If you want to issue Youthpass after the exchange you


have time to prepare and finish the certificates during the
following weeks. It can be of great benefit to generate the
certificates later as then the participants have a certain
distance from the exchange and therefore a different and
maybe more realistic perception on their learning process.
As said before, it also offers the possibility for young
people to have a talk with a support person which can be
of great help to document their learning outcomes.

You will find all relevant instructions concerning the


technical conditions and procedures on www.youthpass.eu.

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Youthpass in Youth Exchanges

4 Language of Youthpass in Youth Exchanges


As a rule and depending on the development of the
multilingual website, Youthpass certificates can be
generated in all languages of the Youth in Action programme
countries. If the participants request so, it can also be done
in more than one language. There is an explanation of how
to produce the certificate in different languages in the
website.

This common European key competences framework helps


us in using a more coherent European language to talk
about learning experiences across different environments.

Education
(Higher education,
school)

Youth work
field

5 Key competences in Youth Exchanges


The following part provides assistance in understanding and
using the key competences for describing learning outcomes
in Youth Exchanges. You are encouraged to have a look
at other sections of the Youthpass Guide (such as chapter
B1 How to support learning) which give further hints
and ideas to facilitate the use of Youthpass in the Youth in
Action Programme.

Vocational
education

Key
competences

other

Employment
sector

The background to the key competences


The European Union has defined basic key competences for
lifelong learning in Europe. All types of education can refer
to this same framework, and so do we in the Youth in Action
Programme. Competence is defined as being a combination
of knowledge, skills and attitudes.
Have a look at Chapter A4 You hold the keys to Lifelong
Learning for a detailed explanation of the development of
the framework.

Key competences in the Youth in Action


Programme
The decision to use the key competences for describing the
learning in projects is a part of an overall strategy to support
young people in their personal lifelong learning process,
and to promote the recognition of youth work in the wider
society and policy developments. One part of the lifelong
learning strategy is the focus on employability but the other
part which is important and closer to what we know as
youth work - is the future life of young people and coping
with challenges that come from changes in societies. In
Youthpass, both aims are covered.

Below you will find the European definition of the key


competences, and what they might look like in a Youth
Exchange. It will hopefully give you ideas on how you can
describe learning outcomes.
Each of the key competences is explained in the following
way:
1) an extract from the original wording of the key
competences, and
2) suggestions on how to reflect on this competence in the
context of Youth Exchanges.
For some participants it may be a relatively new exercise to
jump into self-assessment. You may find it useful to offer
some examples of half sentences, which they can use when
describing their competence development. Here are some
examples taken from chapter B1 How to support learning:
>> I feel more comfortable now...
>> I found out...
>> I learned...
>> I feel confident...
>> I made progress...
>> Im able to...
>> I know now how...
>> I developed...
>> I have a clear view now...

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Youthpass in Youth Exchanges

Communication in mother tongue


The original wording of the key competence:
Communication in the mother tongue is our ability to
express thoughts, feelings and facts both orally or in writing
(listening, speaking, reading and writing), and to interact
with other people in an appropriate way in education and
training, work, home and leisure.
... in a nutshell: using native language in different life
situations. Expressing ideas, opinions, feelings, needs
and facts; listening, speaking, writing and reading.
Understanding others.

>> Learning more about your mother tongue by teaching


your language to others.
>> Learning different ways to present the project writing
materials, making posters or leaflets to promote
or inform about the project, meetings with and
presentations for local people, etc.
>> Improving your communication with others active
listening, expressing yourself, giving words to your
thoughts and feelings, etc.
Questions that can help participants to reflect:

Youth Exchange and communication in the mother tongue.


Before the project
In a Youth Exchange young people usually have to deal with
different languages: the language(s) of your partner(s) in
the project and a common language used to communicate
amongst each other. At the same time, they will use their
own language (mother tongue) within the national group.
Speaking, listening to and learning a new language makes
you often think about how you use your own language.
Getting confronted with other expressions, comparing
expressions and sayings, explaining your language to
others. Next to that, young people are introduced to new
words and expressions in their own language by entering
the world of the Youth in Action Programme.
Young people might be in the position to present the project
in their local environment to different kinds of audiences,
which requires different skills in speaking and/or writing.
In the preparation phase of the Youth Exchange, many
things have to be discussed and exchanged in the national
group. Stating your opinion and expressing yourself are
important elements when doing so.
Examples:
>> Learning new words and expressions by preparing
a Youth Exchange project for the Youth in Action
Programme (such as European dimension, evaluation,
aims and objectives, participant, beneficiary, young
people with fewer opportunities, inclusion, application,
active participation, etc.)

>> Where do you already feel confident about using your


own language (listening, talking, reading, writing)? In
what way?
>> What would you like to work on? How?

During and after the project
>> What (ways of communicating, new words, new ways to
express yourself, phrases, traditions in your language,
etc.) did you discover about your native language?
Which elements of the project helped you in that?
>> How did communicating in a foreign language influence
your communication in your mother tongue? Did that
change the way you look at your own language?
>> Did you face any problems to express yourself in your
own language? In which situations? What did you learn
from that?
>> Which way (talking or writing, or maybe other) did you
find the most helpful to express your thoughts and
feelings?
>> Do you feel now more self-confident when you want to
express yourself? In what way?
>> What else would you like to work further on to increase
this competence? In what way? Who and what can help
you in that?

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Youthpass in Youth Exchanges

Communication in foreign languages


The original wording of the key competence:
Communication in a foreign language is closely linked
to communication in our mother tongue: it is based on
the ability to understand and express thoughts, feelings
and facts orally or in writing at work, home, leisure,
education and training according to our wishes or needs.
Communication in foreign languages also calls for skills such
as mediation and intercultural understanding.
..in a nutshell: using different language(s) in different
situations by listening, speaking, writing and reading.
Expressing your ideas, opinions, feelings, needs and facts in
foreign language(s). Understanding others. Being open for
other cultures, habits and realities.

>> Learning new concepts, approaches and terminologies


from other languages
>> Learning about different cultures
>> Being more open towards people coming from different
countries and cultures

Questions that can help participants to reflect:


Before the project
>> What foreign languages do you know already? On which
level can you talk, read, write and listen?
>> What would you still like to learn? How?

Youth Exchange and communication in foreign languages.


During and after the project
Participating in a Youth Exchange means being confronted
with other languages. Young people have to find their
way to deal with that. Already in the preparation phase
of the actual exchange the other language(s) can be
explored and practiced. Through language classes,
through communication by email with the partner(s),
through reading information on websites about the other
countries, etc. For many young people, speaking another
language is one of the biggest challenges in the Youth
Exchange. Communication is probably the most important
element in a Youth Exchange, which makes expressing
your needs, thoughts and feelings in a foreign language a
crucial competence. A Youth Exchange offers an optimal
environment to practice.
Examples:
>> Being more confident when speaking a foreign language
>> Learning new words and expressions in foreign
languages
>> Learning to understand another language

>> What aspects (ways of communicating, expressing


yourself, new words and phrases, traditions, etc.) of the
foreign language did you learn? Which situations in the
project helped you in that?
>> Did you face any problems to express yourself in the
foreign language? In which situations? How did you deal
with that? What did you learn from that?
>> Which way (talking or writing, or maybe other) did you
find the most helpful to express your thoughts and
feelings in a foreign language?
>> How did you communicate before and after the exchange
with the other group(s) (email, Skype, telephone)? What
did you learn from that?
>> What did you learn about other countries, nations or
cultures in the project?
>> Do you feel more self-confident now when you want to
express yourself in a foreign language? In what way?
>> What else could you do to improve your skills in this
area? Who and what can help you in that?

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Youthpass in Youth Exchanges

Mathematical competence and basic


competences in science and technology
The original wording of the key competence:

>> Evaluating the outcomes of the project

Mathematical competence is our ability to use addition,


subtraction, multiplication, division and ratios in mental
and written arithmetic to solve a range of problems in
everyday situations. Process and activity are as important
as the knowledge itself. Competence in science refers to
the ability and willingness to use the body of knowledge
and methodology employed to explain the natural world,
in order to identify questions and to draw evidence-based
conclusions. Competence in technology is viewed as the
application of that knowledge and methodology in response
to perceived human wants or needs.

>> Solving problems

...in a nutshell: calculating, budgeting, controlling and


planning expenses, solving problems, logic and critical
thinking, looking for data, needs analysis, presenting
facts by models and charts, being curious about your
environment.

Youth Exchanges and mathematical competence and basic


competences in science and technology
In Youth Exchanges, young people are often involved in the
planning of the project, collecting the necessary finances
and, depending on the topic of the exchange, collecting data
and information about the theme of the project. Thinking
strategically, analysing needs and solving problems are all
part of this.
Some projects are related by their activities to science,
environment protection, social issues etc, where ideas
developed by science are put into practice and research and
scientific findings are integrated into projects.

Examples:
>> Financial management (calculating the budget,
operating with different currencies, monitoring expenses
etc.)
>> Planning the project and all its different elements
>> Looking for data and information about the theme of the
project and analysing them

>> Dealing with any specific topic or theme linked to


science or technology

Questions that can help participants to reflect:


Before the project
>> In what way can you be involved in the planning of the
project?
>> Do you have a good overview of the financial conditions
and regulations concerning the project?
>> What would you like to learn? List your learning ideas
During and after the project
>> How did you plan the project? With whom and in what
way?
>> Did you work with the budget, calculating and
controlling money or other resources, etc? If yes, how
was it for you? What did you learn?
>> How did you solve problems in your project? How did
you look for solutions? How did you implement them?
>> Did you present your project to others? Did you use
any models, charts, etc.? Did you develop any new
presentation skills? Which?
>> Did you get any new scientific knowledge? Which and
how?
>> How did you cope with new and unexpected situations
in your project?
>> Does your project contribute in any sense to science
development? How?
>> What else would you like to learn in this field? Who can
help you?

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Youthpass in Youth Exchanges

Digital competence
The original wording of the key competence:

>> Communicating via e-mail, Skype, Facebook etc.

Digital competence involves the confident and critical use


of Information Society Technology (IST) for work, leisure and
communication. It is underpinned by basic skills: the use of
computers to retrieve, assess, store, produce, present and
exchange information, and to communicate and participate
in collaborative networks via the Internet.

>> Using internet, mobile phones, digital cameras and


other IT means for realising and documenting the project
and also for promoting the results

Questions that can help participants to reflect:

...in a nutshell: the use of information technology in your


free and working time for communication. Producing,
storing, analysing information. Sharing information via
the Internet. Using different media means such as mobile
phones, digital cameras, etc.

Before the project

Youth Exchange and the digital competence

During and after the project

In a Youth Exchange, different digital tools are used for


preparing, realising, and evaluating the project and for
sharing it with the world outside. Especially in the phase
before the actual exchange the Internet will be used a lot to
communicate with the other partner(s) in the project. Young
people will be using online-tools to prepare the travel. They
might be making short clips and/or pictures to present
themselves to the other groups and put those on-line. They
will start to communicate through social networks, build a
website etc. But also during the exchange, different media
will be used in the programme: software for publishing/
making movies/music, online tools for communication and
promotion etc.

Examples:
>> Using the computer for filling a project application form
>> Building a website, Facebook group, blog etc. for the
project
>> Learning new computer programmes and applications

>> What competences do you already have in this area?


What kind of digital tools do you use and for what?
>> What would you like to learn in this topic during your
project?

>> Which digital media (computer, telephone, internet,


camera, etc.) did you use for preparation, realisation and
follow up of the project? What for?
>> How did you use information technology to communicate
with the other groups in the project? What was new for
you and what did you learn?
>> Which computers programmes and applications did you
use and learn? How did you use them?
>> Did you create online tools to promote your project or to
inform others about it (website, Twitter, Facebook, blogs
etc.)? What did you learn from that?
>> By what concrete actions did you improve your use of
digital media? Did you learn yourself or was there
anybody who helped you?
>> What was challenging in working with such digital tools?
Did you have any problems? How did you overcome
them?
>> Did you develop your confidence in using digital media?
In what way?
>> What would you still like to learn in this area? Who can
help you?

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Learning to learn
The original wording of the key competence:
Learning to learn is the ability to organise our own
learning. It includes effective management of time and
information, both for ourselves and in groups. We should
also be aware of our learning process and needs and
identify different opportunities available to learn. It means
gaining, processing and assimilating new knowledge and
skills as well as seeking and making use of guidance.
Learning to learn encourages us to build on prior learning
and life experience.
...in a nutshell: To be able to organize and manage your
own learning. To set aims and objectives, identify the best
ways and means to achieve them. To monitor and evaluate
your own learning process. To know your learning abilities
and make optimal use of time, information and learning
opportunities. To develop further on already gained
experiences and competences. To be able to apply achieved
competences and experiences in the personal, professional
and social life. To know how to increase your motivation and
self-confidence.

being aware of being a learner, taking responsibility for


your own development, assessing and monitoring the
development, collecting outcomes and reporting changes
you went through.
For more information please read the chapter How to
support learning in the Youthpass Guide.

Examples:
>> Learning about you as a learner how you learn best,
with whom, in what situations, what stimulates you,
what blocks you, etc.
>> Learning how to set aims and objectives for yourself
>> Learning how to learn with and from peers
>> Learning how to give words to what you have learnt
>> Learning how you can use the competences and
experiences you already have in your project and what
else you can learn to develop these competences further

Youth Exchanges and learning to learn


Learning to learn is the crucial competence that helps us
reach all other competences. Young people certainly are
in the position to learn a lot during Youth Exchanges. They
go through strong experiences, come into new situations
and meet new people and other cultures. Learning to learn
is about how they are aware of their own learning and
how they take responsibility for their own learning. Youth
Exchanges offer the possibility for young people to choose
their own learning path and to decide what they want to get
out of the experiences. That goes for the group as well as for
individuals. The group can set learning goals for the project
and so can the individual participant.
Its about setting learning aims and objectives, reflecting
upon your learning strengths and weaknesses and the ways
you learn best, organizing your learning, self-motivation,

>> Learning how to motivate yourself and what helps you to


feel more confident
>> Using concrete things you learnt in your project in other
situations at school, at work, at home etc.

B. Questions and answers

B2. Youthpass in practice


Youthpass in Youth Exchanges

Questions that can help participants to reflect:


Before the project
>> What are the things you learnt in your life you are most
proud of?
>> How do you learn best? What motivates you?
>> What do you want to learn in your project?
During and after the project
>> What was your personal motivation to participate in this
project? What did you want to get out?
>> Did you plan your learning aims and objectives? Did you
reach them?
>> Did you learn things that you did not plan or expect to
learn? Which?
>> Through which activities and roles/tasks you had in the
exchange project did you learn the most?
>> How did you learn? When was learning easy for you and
when was it challenging? Why?
>> Who and what were supportive for your learning? What
kind of assistance did you need to improve yourself?
>> Was your development in the project different than
learning in school/work/university? In what way?
>> Which methods did you use to monitor and evaluate
what you achieved?
>> How was it for you to be responsible for your own
development?
>> What did you discover about yourself?
>> What else would you like to improve?
>> What did you learn as a group? How was it to work and
develop together with your peers? What did you learn
from each other?

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Social and civic competence


The original wording of the key competence:
These include personal, interpersonal and intercultural
competence and cover all forms of behavior that equip
individuals to participate in an effective and constructive
way in social and working life, and particularly in
increasingly diverse societies, and to resolve conflict where
necessary. It is linked to personal and social well-being.
An understanding of codes of conduct and customs in
the different environments in which individuals operate
is essential. Civic competence equips individuals to fully
participate in civic life, based on knowledge of social and
political concepts and structures and a commitment to
active and democratic participation
... in a nutshell: To be able to participate in social, civic and
working life. To be able to deal with people coming from
different social and cultural backgrounds. To be able to cope
in a constructive way with conflicts. To have the knowledge,
skills and attitudes needed to be active as a citizen. To
participate as much as possible in civic life at local, regional,
national, European and global level.

Youth Exchange and social and civic competence


One of the key issues in youth work has always been the
participation of young people in society. A Youth Exchange
relates to this competence in various ways. The local group
acts together to shape the project and thereby practices the
skills and attitudes of active participation. The international
dimension of the Youth Exchange offers the possibility
to observe other realities in different countries, to share
and compare your experiences and ideas with peers from
different cultures, to see your own reality in a broader
perspective, and to bring back that international dimension
to the local reality.

Examples:
>> Working together with your peers to prepare for the
project
>> Explaining your local reality to young people from other
countries
>> Personal and interpersonal development (working in
your group, working with the partner group(s), building

trust, working on respect and tolerance, increasing selfconfidence, showing empathy, dealing with uncertain
situations, making decisions, solving conflicts and
managing crises, etc.)
>> Intercultural development (dealing with diversity,
working with different groups, exploring new ways of
looking at the world, other values and traditions, etc.)
>> Getting more knowledge and understanding about
structures, values and rules of civic society
>> Sharing the experiences and outcomes of the exchange
with people in your local environment

Questions that can help participants to reflect:


Before the project
>> How do you see yourself as being active in your own
environment till now?
>> Would you call yourself an active citizen? Why?
>> Who is for you a role model as an active citizen? In what
way?
>> What would you like to learn about being a part of a
society? How could you use it for your personal life?
During and after the project
>> How was it for you to be a part of your own national
group? Which role did you take? What does it mean for
you?
>> How was it for you to be a part of the international
group? Which role did you take? What was new for you?
>> What did you learn about the living conditions of the
young people from other countries? What was different
from your situation?
>> What was the impact of the Youth Exchange on your
local environment?
>> Would you call yourself an active citizen? Why?
>> How did your knowledge of local/regional/national and/
or European structures change or increase?
>> How can you contribute to any social or environmental
initiatives around you?
>> What else would you like to improve concerning these
competences?

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Sense of initiative and entrepreneurship


The original wording of the key competence:
Sense of initiative and entrepreneurship refers to an
individuals ability to turn ideas into action. It involves
creativity, innovation and risk-taking, as well as the ability
to plan and manage projects in order to achieve objectives.
This supports individuals, not only in their everyday lives
at home and in society, but also in the workplace in being
aware of the context of their work and being able to seize
opportunities. It is a foundation for more specific skills and
knowledge needed by those establishing or contributing to
social or commercial activity. This should include awareness
of ethical values and promote good governance.
...in a nutshell: to turn ideas into actions, to be creative and
innovative, to take risks, to plan and manage projects, to be
aware of different working contexts and be able to optimally
use given opportunities for ones own development. To be
aware of ethical values.

>> To be creative and innovative in realizing projects


activities
>> To discover your talents and passions and to develop
ideas for yourself

Questions that can help participants to reflect:


Before the project
>> Which interests, passions and talents would you like to
develop during your project? What do you need for that?
>> What stimulates you to take action? How do you make
ideas become a reality?
>> What values are important for you when you work with
others?
>> Do you think of yourself as a creative and innovative
person? In what way?
During and after the project

Youth Exchange and sense of initiative and


entrepreneurship
A Youth Exchange is about turning ideas into action, about
being creative, and trying out new things, all that might
be risky sometimes. The project has to be managed and
takes place in different contexts. Young people in Youth
Exchanges have different possibilities to develop talents,
discover passions, try out new tasks and roles and get
inspired to turn new ideas and plans into action.

Examples:
>> Turning an idea into action
>> To be a part of planning and managing the project
>> To organize support and cooperation to realize your idea
>> To use human resources and talents in an optimal way
in your group

>> Which ideas did you put into action during the project?
How do you feel about it?
>> In which part of the project could you express your
creativity and be innovative?
>> How and from which situations did you learn about
taking the initiative and being active?
>> What did you learn about project management, action
planning, teamwork and cooperation, taking risks,
creativity and flexibility?
>> How is it for you to take initiative? How is it to follow
others?
>> Which projects experiences can you use for building up
your personal and professional development?
>> What else would you like to learn in this area?
>> What did you learn as a group?

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Cultural awareness and expression


The original wording of the key competence:
Questions that can help participants to reflect:
Appreciation of the importance of the creative expression of
ideas, experiences and emotions through a range of media,
including music, performing arts, literature, and the visual
arts.
... in a nutshell: To be creative in expressing ideas through
music, literature, theatre and all possible ways of art. To be
appreciative for expression of ideas through music, theatre,
literature and other forms of art. To be aware of your own
cultural context and the cultural context of others.

Youth Exchange and cultural awareness and expression


Cultural expression in a Youth Exchange might concern
the projects itself (by topics linked to music, theatre, art,
dancing etc.) as well as methodologies where different
artistic and creative techniques and approaches are used to
express oneself and to make the project vivid and attractive.

Examples:
>> Sharing and learning about your own culture, tradition
and cultural heritage
>> Learning about other cultures, traditions and cultural
heritage
>> Being involved in preparing a performance and bringing
it on stage (theatre, music, dance etc.)
>> Producing a film or a photo exhibition
>> Learning about other cultures and sharing your culture
with the local community
>> Using artistic methods such as painting, singing, acting,
writing, etc.

Before the project


>> What do you know about your local culture and history?
What would you like to learn more?
>> Do you already use certain ways of artistic expressions?
Which and in what way?
>> What would you like to learn in this area?
During and after the project
>> Did you meet any new forms of cultural expression
during your project? If yes, how did it influence you?
>> What forms of cultural expression are practiced in your
community? How would you describe them?
>> Did you learn new ideas or methodologies for working
with art and culture? How and from whom did you learn?
>> In which context did you use creative and artistic
methods?
>> Did you get more self-confidence in this area? In what
way?
>> What did you discover about yourself in this
competence?
>> What did you learn from the partner groups about
culture?
>> What do you still want to learn in this field?
>> What did you learn as a group?

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B3

Youthpass in practice
Youthpass in European
Voluntary Service

1 What is Youthpass in European Voluntary Service?

1.1 Youthpass as confirmation of participation

The simple answer is that Youthpass in European Voluntary


Service (EVS) is a Certificate which confirms the participation
of volunteers and describes their specific EVS project. It is
also a Certificate that describes what volunteers learned
during their project using the Key competences for Lifelong
Learning as a framework.
And the more sophisticated answer is that Youthpass and
the linked political context offer recognition of non-formal
learning within the Youth in Action Programme.

Youthpass confirms participation of the volunteer taking


part in a European Voluntary Service activity. The first half
of the first page includes the name of the participant, the
date and town and country of birth and the basic details of
the EVS project, which are: project title and the duration of
the project presented as an activity date.

And this is what Youthpass for EVS looks like:

In the following parts, each section of the Youthpass


Certificate will be explained.

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1.2 Description of European Voluntary Service


The next part of the document is a general description
of what European Voluntary Service is, based on the
Programme Guide of the Youth in Action Programme.
This helps people from outside the youth field to understand
what European Voluntary Service is really about. This
description is necessary when showing Youthpass to people
who have never heard of EVS or other voluntary services in
international youth work.
It might also make you think about how you would describe
EVS to someone from outside the field

The first page of Youthpass is to be signed by a


representative of the organisation.
The structure of the first page of Youthpass ensures
that relevant information about European Voluntary
Service is presented in a short way, which can be
handy to use in support of a job application, for
example.
All Youthpass Certificates are stored on a central
database for security reasons and to allow the
creation of a replacement Youthpass if someone
loses theirs. Each Youthpass has a unique ID
number on the bottom of the first page which will
allow people to check if the Certificate is genuine.

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1.3 Individual description of activities undertaken


The second page of Youthpass for European Voluntary
Service starts with a description of the role and tasks of the
volunteer in the host organisation, followed by an outline of
the host organisation.

This page will be signed again by a representative it could


be the legal representative, the mentor or the co-ordinator
of the project; preferably, of course, someone who knows
the project very well.

In this part, the Youthpass Certificate provides information


to make the setting of the EVS project easier to understand.
It describes the training activities undertaken by the
volunteer. Besides pre-departure, on-arrival training and
mid-term meetings, you can also add language courses or
other courses on practical or other relevant topics (e.g. sent
by the host organisation to participate in other national or
international training courses).

All the above information is limited to two pages. Therefore


there are a limited number of characters for each of these
parts in the online certificate generation tool. We have
found that a two-page Certificate is more readily accepted
by people from outside the field. Also, some people prefer
to use these two first pages separately from the part
describing the personal learning outcomes, depending on
the context in which they want to use the Certificate.
As the number of pages is not limited, you will find just one
page here for demonstration purposes.

The EVS project takes place in a foreign country where


different types of organisations and working cultures exist,
which people from outside the field or from another country
might not initially understand.
It is important to name the sending organisation in
particular if the EVS volunteer uses Youthpass to
demonstrate acquired competences in their home
country e.g. when applying for a job in the local area.
The sending organisation could give further credibility.

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These two first pages of the Certificate are followed by


an optional number of pages, in which the participants
learning outcomes are described using the Key
competences. A short introduction highlights the joint
dialogue process between the mentor and the volunteer
which took place during the whole EVS period to deepen
their reflection on the learning process and to ensure the
quality of the implementation of the EVS project.
The volunteer and the mentor can write as much as they
want. It is recommended that you limit the descriptions of
learning outcomes to ensure that the Certificate remains
user-friendly!
The dialogue process between the volunteer and the mentor
is the basis for encouraging reflection about ones learning.
Thus the volunteer and the mentor both sign the Certificate
at this point.

Space is also provided to give further references for


example from another support person, or a language
teacher at the end of the Certificate.
At the bottom of the last page, you will find links to the
Youth in Action Programme, to the Key competences and to
the Youthpass website for further information.

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You can find further information about Key competences


> in A4 You hold the keys to Lifelong Learning
(general information) and
> specifically in European Voluntary Service further in
this chapter.

1.4 Quick summary of how to generate certificates


Compulsory fields to complete on the website to produce
Youthpass Certificates:

>> Together with the contract for the approved project, you
will get the link to the Youthpass website
www.youthpass.eu
>> You are obliged to inform volunteers that they are
individually entitled to receive a Youthpass.
>> We recommend including information about Youthpass
and the Key competences as soon as you set up the
planning for the EVS project together with volunteers,
sending and host organisations.
>> On the Youthpass website you need to register before
you can start using the Youthpass generating tool.

On the first page: name of the participant; gender; date of


birth; the EVS project details (title, dates, venue); who will
sign the first page

>> Help texts will guide you through the different steps.

On the second page: role and tasks of the volunteer; host


organisations offer; the sending organisation; the training
activities; who will sign the second page

>> You can easily create a Youthpass Certificate by filling


the different fields online with information about the
EVS project and the volunteer. Once all information is
there you can generate the Certificate in PDF and print
it.

On the following pages relating to Key competences and


learning outcomes, all fields are optional if there is
no entry in a particular field, it does not appear on the
Certificate.
You can generate the Youthpass Certificates easily on
the Youthpass website. This is how it works when your
European Voluntary Service project is approved:

>> If you type in the learning outcomes along with the


Key competences, please do not forget to save the text
every now and then to avoid data loss.
Further technical details you will find on the website www.
youthpass.eu.

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2 Why Youthpass for European Voluntary Service?


Now you have some idea of what Youthpass in European
Voluntary Service is about and what the document looks
like. But what is the benefit/potential of using Youthpass in
European Voluntary Service? Why is Youthpass meaningful
for volunteers? Why does it make sense for organisations?
There are several answers to these questions depending on
your perspective.
For volunteers Youthpass is the official proof of their active
participation in a European Voluntary Service project. They
can use it as a reference when they apply, for instance, for a
job or an educational course. But a Youthpass also means more importantly - recognising their own active participation
in a project, their mobility experience and emphasising their
ability to learn from this intercultural experience and to
develop personally and professionally.
When volunteers leave their home countries to go abroad
and spend a period of their lifetime in a foreign country,
they have to cope with a lot of new things; they have to
survive in a new environment and put ideas into practice.
This will influence their future perceptions of life, culture,
work and vision of reality and their view of European
societies. Youthpass is an opportunity to reflect on and
describe this experience gained in an EVS project. This
experience contains a lot of personal growth and enormous
learning potential.
Youthpass offers an opportunity to document the learning
which happens in European Voluntary Service. Next to
that it demonstrates commitment and active participation
within a European context. Especially for those young
people who have not managed to finish their formal
education, a Youthpass Certificate could make a difference
when applying for the next step in their lives. In any
case, Youthpass can easily form part of a young persons
portfolio.
Volunteers have to decide for themselves if they want to
show all of the Youthpass pages to others. Sometimes it

will be more effective to use just the first and second pages
to show that they participated actively in an organisation
abroad for a period of their lives. On other occasions it will
be equally appropriate to present the learning outcomes
within the Key competences framework (page three and
following).
Experiences with Youthpass will be documented in a
so-called good practice part of the Youthpass website in
the near future. If you want to share your experiences and
support with others, please feel free to share them!
For the organisers of the European Voluntary Service
project (organisations, mentors), Youthpass is a fantastic
opportunity to use a Europe-wide system for validation and
recognition of their work.
The Youthpass Certificate also shows that you organised an
activity which was quality checked by the National Agency
of the Youth in Action Programme in your country or by
the Executive Agency of the European Commission - if you
implement a Centralised project supported by the European
Commission directly.
If you use the educational recommendations concerning the
learning process, objectives and outcomes described in this
Youthpass guide, you can increase the educational impact
and quality of your youth work.
Youthpass highlights the added value in terms of the
learning experienced in a Youth in Action activity - as you
can read about further in chapter A5 Youthpass - more than
a certificate of participation.
In the next part you will find more information about how
you can implement Youthpass in an EVS project.

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3 How can Youthpass be used in a European


Voluntary Service project?
Youthpass is more then a piece of paper and more than
just cream on top. This is the intention of all those who
were part of the development of Youthpass.
Now we will look at how to put this into practice - from the
first moment you hear of Youthpass to the very last moment
when you complete a European Voluntary Service project.
We invite you to go through the following steps which might
give you some inspiration on how you can adapt or use the
Youthpass process in your EVS project:

1. When you start to plan hosting/sending volunteers you


can integrate Youthpass and the Key competences right
from the beginning when planning and setting learning
objectives for the European Voluntary Service project both
for the volunteer and for your organisation. You can choose
which competences you would like to address, the learning
potential for the individual volunteer and your organisation
and how to encourage this process.
If you are dealing with topics like active participation in
society, active European citizenship or specific topics like
intercultural learning, ecological development, the situation
of socially excluded people in different countries etc. you
can think about encouraging a specific reflection process for
volunteers and for your organisation.
2. When you plan the structure of the European Voluntary
Service project, please reserve time:
- to inform volunteers that they have the right to receive
Youthpass if they want. It is the contractual obligation of an
organiser to provide a Youthpass Certificate if requested,
- to include questions on learning and personal and
professional development for the volunteers and
participating organisations during the reflection moments
of the EVS project,
- to start thinking already about the use of Key competences
and use the descriptions presented later in this chapter,
- to plan regular reflection sessions and possible tools to
support volunteers to reflect on their learning objectives,
- to think about different approaches to motivate volunteers
in their learning and to link this to Lifelong and Lifewide
Learning please use the ideas about this contained in
chapter B 1 How to support learning.
3. The self-assessment parts and the dialogue process
you create with volunteers need time. Setting up a process
which offers an opportunity for deep reflection needs a
relationship of trust. A lot of volunteers are not familiar with
this approach to thinking about learning and you may need
to offer guidance and methodological support.

4. Motivate volunteers to create networks and partnerships


with others to deepen their reflection and to make it a real
learning experience. Motivate them to use the on-arrival
training and mid-term meetings to receive feedback and
develop their reflection on learning objectives and on how to
reach them in different ways. Again, you will find support in
chapter B1 How to support learning.
5. During one of the last meetings between volunteers and
mentors it is recommended that you invite volunteers to
reflect on their learning objectives and the outcomes of the
EVS project as a whole and describe them using the Key
competences framework. Use the reflection process as well
to reflect on the mentors work and support and the learning
experience as a mentor or for the organisation. Volunteers
provide a good point of view from outside.
6. Before generating and printing the Youthpass Certificates
at the end of the EVS project, it is necessary to fill in all
the information related to the European Voluntary Service
activity. Most of the steps can be prepared in advance
except the individual part about the volunteers learning
outcome.
7. There should be enough time reserved to find the best
description. This could be developed in different steps
during the final weeks of the EVS project. As support, one
could use the adaptation which is offered on the website
in the tool itself or it can be printed before.
8. There is no need for volunteers to choose every Key
competence. They can just pick those which are related
to relevant learning outcomes. The others will not appear
on the Certificate if there is nothing typed in the particular
fields.
9. Remember that there is also a field for other specific
skills which allows you to highlight specific learning e.g.
practical, job related skills.
10. The description of the learning outcomes can be
prepared offline in an electronic format. This allows
copying and pasting information online into the Youthpass
generating tool.
11. For individual recognition purposes ask the legal
representative of the organisation to sign the Youthpass
Certificate after generating the full document. Maybe
this can be linked with a little ceremony which provides
recognition of the volunteers EVS project and the mentors
commitment.

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You will find all relevant technical questions concerning


the website, the technical conditions and procedures in
Chapter C.

4 Further aspects
Coordinating organisations
Coordinated projects use different ways of dealing with the
Youthpass process: either the coordinator acts as a mentor
and follows the volunteers individual learning processes or
he/she delegates the task to a mentor, who is selected by
the hosting organisation. However it is organised, make sure
that the best person to accompany volunteers through the
Youthpass process follows their personal and professional
learning. Anyway, the coordinator is responsible for finding
the best solution.
How to deal with it technically when generating Youthpass
Certificates will be explained on www.youthpass.eu.

Language of Youthpass in European Voluntary


Service
Youthpass for European Voluntary Service will be filled in
and generated in most cases in English for international
mobility reasons. If the mentor and the volunteer need
support to describe learning outcomes in English, please
use any resource like dictionaries, support people with
language abilities It could also be very supportive to
integrate the sending organisation in the translation
process.
Youthpass might be used in a local environment where
English will not be understood. If volunteers want to receive
it in another language e.g. their mother tongue, this is
possible. The technical tool is set up for as many languages
as volunteers need. Of course there is a need to translate all
text box fields.

5 Key competences in European Voluntary Service


The following part provides assistance with understanding
and using the Key competences during the dialogue process
between the volunteer and the mentor to describe learning
outcomes. You are encouraged to have a look at other
sections of the Youthpass Guide (such as chapter B1 How
to support learning) which give further hints and ideas
on facilitating the use of Youthpass in the Youth in Action
Programme.

The background to the Key competences for


Lifelong Learning
The European Union has defined basic Key competences for
Lifelong Learning in Europe. All types of education can refer
to this same framework, and so do we in the Youth in Action
Programme. Competence is defined as being a combination
of knowledge, skills and attitudes.
Have a look at Chapter A4 You hold the keys to Lifelong
Learning for a detailed explanation of the development of
the framework.

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Key competences in the Youth in Action


Programme
Using Key competences as a tool to describe the learning
outcomes from experiences gained within the Youth in
Action Programme is new. The decision to go down this path
is part of an overall strategy to support young people in
their personal lifelong and life-wide learning process and to
promote the recognition of youth work in the wider society
and its importance in political priorities. One part of the
Lifelong Learning strategy is the focus on employability but
the other part which is as important and closer to what
we know as youth work - is the future life of young people
and coping with the challenges that come from changes in
societies. With Youthpass, both aspects will be highlighted.
This common European Key competences framework helps
us in using a more coherent European language to talk about
learning experiences across different environments.

Education
(Higher education,
school)

Youth work
field

Vocational
education

Key
competences

Employment
sector

other

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Below you will find the European definition of the Key


competences, and what they might look like in European
Voluntary Service. It will hopefully give you some ideas on
how you can describe learning outcomes.
You are invited to use the Key competences terminology
when describing the learning outcomes of EVS. This
offers guidelines on how to focus on a common European
approach and on how to start using a more coherent
European language to report and present these experiences,
including in different environments. Especially in view of the
Youth in Action Programme, the use of the Key competences
here is intended to improve the quality of EVS projects in
supporting multipliers in their work.

For some of you, and especially volunteers, it may be a


relatively new exercise to jump into a dialogue using selfassessment. You may find it useful to offer some examples
of half sentences which you can use when describing
learning outcomes and competence development. Here are
some examples taken from B1 How to support learning. If
you describe it as continuous text you can either use I or
He/She or the name of the volunteer. It depends on the
preference you choose with the volunteer.
1. I/He/Linda feel/s more comfortable now
2. I/He/Linda found out
3. I/He/Linda learned

Each of the Key competences is described below in the


following way:
1) an extract from the original wording of the Key
competences, and
2) suggestions on how to reflect on this competence in the
context of EVS

4. I/He/Linda feel/s confident


5. I/He/Linda made progress
6. Im/He is/Linda is able to
7. I/He/Linda know/s now how

One approach to creating a link between learning outcomes


in EVS and the Key competences could be:
1. List all general competences (knowledge, skills,
attitudes) gained by your EVS volunteer on a large
sheet of paper in three columns.
2. Now cut out each single competence from the large
paper.
3. Prepare 8 large sheets of paper with headings of
different Key competences.
4. Now stick the general competences that you cut out
earlier on the respective Key competence paper.
Find out where they fit the best.
This can give you and the volunteers a more practical
understanding of how to link learning outcome in EVS with
the concept of Key competences.
Of course you can try another approach, taking the Key
competences right from the beginning of the reflection
process and thinking about the learning outcomes while
being inspired by them.

8. I/He/Linda developed
9. I/He/Linda have/has a clear view now
10. In future I/he/Linda want/s to develop futher

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another language to feel more at home through using the


guest countrys language. Some volunteers might offer
language courses in their mother tongue while others will
be hosted in a country where people speak the same mother
tongue as them.
Questions which can help the volunteer to reflect are:
>> What difficulties did I experience in communicating?
How did I overcome those difficulties?

Communication in the mother tongue

>> What opportunities did I have to use my mother tongue?


How well did others understand me?

The original wording of the Key competence

>> To what extent did I develop my communication skills in


general? In what way?

Communication in the mother tongue is the ability to


express and interpret concepts, thoughts, feelings, facts and
opinions in both oral and written form (listening, speaking,
reading and writing), and to interact linguistically in an
appropriate and creative way in a full range of societal and
cultural contexts; in education and training, work, home and
leisure.

>> How did I adapt my language to the level of the people?

Suggestions for use in the context of EVS


Most of the volunteers in the Youth in Action Programme
use a language other than their mother tongue to express
themselves. During the EVS project the volunteers live and
work in an environment where using their mother tongue
is usually not possible in daily life. Being confronted with
learning a new language makes one think about the use of
the mother tongue. Being in touch with friends and family
from the home country shows the quality of understanding
in daily life in that country. It also shows the need to learn

>> I was speaking to? Did I make other people feel OK


about not speaking perfectly what was - for them - a
foreign language?

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Questions which can help the volunteer to reflect are:


>> How well did I use the host countrys language?
>> What difficulties did I experience in communicating?
How did I overcome those difficulties?
>> How creative was I in explaining things if I did not find
the correct word?
>> Did I also have a go at writing?

Communication in foreign languages


The original wording of the Key competence
Communication in foreign languages broadly shares the
main skill dimensions as communication in the mother
tongue: it is based on the ability to understand, express and
interpret concepts, thoughts, feelings, facts and opinions
in both oral and written form (listening, speaking, reading
and writing) in an appropriate range of societal and cultural
contexts (in education and training, work, home and leisure)
according to ones wants or needs. Communication in
foreign languages also calls for skills such as mediation
and intercultural understanding. An individuals level of
proficiency will vary between the four dimensions (listening,
speaking, reading and writing) and between the different
languages, and according to that individuals social and
cultural background, environment, needs and/or interests.

Suggestions for use in the context of EVS


Communication is an important element of an EVS project.
Regular exchanges of information and learning outcomes
take place between the sending organisation, the host
organisation and the volunteer. All participating parties
develop the necessary abilities to deal successfully with
one another. For the volunteers this means acquainting
themselves with a new language, expressing their interests
and needs in a foreign language. During the EVS project
the volunteers live and work in an environment where
they have to use a foreign language in daily life including
expressing their feelings. Being confronted with learning a
new language, makes one think about different concepts
of language, terminology, systems and language codes in
specific situations.

>> Where did I identify most differences between my


mother tongue and the newly learned language
(language codes, different concepts, terminology)?
>> Did I learn something in terms of my communication
style (active listening, different use of language in
different contexts)?
>> Did I learn something about cultural aspects of
communication in the host country (use of non-verbal
communication, taking turns in the conversation and
meetings, directness/indirectness of communication,
explicit messages or reading between the lines)?
>> If applicable, how well did I use English as a common
language in specific situations?

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Suggestions for use in the context of EVS


A. Mathematical competence: The interesting aspect of
this area of competence for EVS is the challenge of solving
the most diverse problems in projects and to draw logical
conclusions of all kinds in certain situations. The quality of
the solutions is then to be seen within the area of everyday
practice and not within the formal logic context. Strategic
thinking can also be described under this area.

Mathematical competence and basic competences


in science and technology
The original wording of the Key competence

A. Mathematical competence is the ability to develop and


apply mathematical thinking in order to solve a range
of problems in everyday situations. Building on a sound
mastery of numeracy, the emphasis is on process and
activity, as well as knowledge. Mathematical competence
involves, to different degrees, the ability and willingness
to use mathematical modes of thought (logical and spatial
thinking) and presentation (formulas, models, constructs,
graphs, charts).
B. Competence in science refers to the ability and
willingness to use the body of knowledge and methodology
employed to explain the natural world, in order to identify
questions and to draw evidence-based conclusions.
Competence in technology is viewed as the application
of that knowledge and methodology in response to
perceived human wants or needs. Competence in science
and technology involves an understanding of the changes
caused by human activity and responsibility as an individual
citizen.

B. Competence in science: Volunteers in Voluntary Service


have already learned scientific concepts and ideas due to
their education as well as knowledge and training from their
home country. In the new, and for them culturally different
situation, these concepts are put to the test. This can lead to
frustration, but can also contribute to increased knowledge
as well as the ability to be able to solve problems. This
covers technical background knowledge as well as social
scientific approaches.
Questions which can help the volunteer to reflect are:
>> When did I use my mathematical competence during the
EVS project?
>> How did I solve problems/challenges related to the EVS
project when I faced them? Which skills did I use and
improve?
>> Could I use logical thinking in specific situations? How
did I use them?
>> Did I (learn to) use strategic thinking when I developed
parts of the project? How did I use it?
>> How did I deduce logical conclusions based on practical
arguments/experiences (deductive approach)? And how
did I test a theory (theoretical approach) in practice
(inductive approach)?
>> How did I (learn to) use technology available for specific
parts during the EVS project e.g. internet research,
databases, Polaroids, digital cameras for reporting,
Projectors/presentations, specific methods according to
the topic involving objects (material to work with on
ecological development, movies for social topics)?

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Questions which can help the volunteer to reflect are:


>> What information sources did I use to prepare myself for
the EVS project?
>> To what extent did I communicate with (the sending
and) the host organisation using the internet before the
EVS project?

Digital competence
The original wording of the Key competence
Digital competence involves the confident and critical use
of Information Society Technology (IST) for work, leisure
and communication. It is underpinned by basic skills in ICT:
the use of computers to retrieve, assess, store, produce,
present and exchange information, and to communicate and
participate in collaborative networks via the internet.

Suggestions for use in the context of EVS


During EVS, volunteers use or develop their skills in dealing
with digital media. Depending on the volunteers skills
and background knowledge, this covers the fundamental
competences of using internet and e-mail communication
as well as the competence of creating and maintaining
websites.

>> Did I use communication technologies and


communication during the EVS project? How and what
did I learn?
>> To what extent did I communicate with my family,
friends, or other volunteers during the time I spent in the
host country?
>> What did I learn about computer use in other countries
here?
>> How did I deal critically with knowledge available on the
internet?
>> How did I learn to use online resources for my EVS
project (websites, blogs, mailing lists, social networks
like Facebook)?

Learning to learn
The original wording of the Key competence
Learning to learn is the ability to pursue and persist
in learning, to organise ones own learning, including
through effective management of time and information,
both individually and in groups. This competence includes
awareness of ones learning process and needs, identifying
available opportunities, and the ability to overcome

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obstacles in order to learn successfully. This competence


means gaining, processing and assimilating new knowledge
and skills as well as seeking and making use of guidance.
Learning to learn engages learners to build on prior learning
and life experiences in order to use and apply knowledge
and skills in a variety of contexts: at home, at work, in
education and training. Motivation and confidience are
crucial to an individuals competence.

Suggestions for use in the context of EVS


EVS is a learning experience which young people have in
a country other than their own. It is a combination of nonformal (planned and intentional) learning, and informal
(unplanned and spontaneous) learning.
An important part of EVS is the conscious decision to leave
the known environment and look for a new challenge.
Learning takes place in the EVS project in the most diverse
ways. Before their placement EVS volunteers set themselves
goals which they pursue during their posting. Becoming
independent, getting to know a new culture, very personal
aims connected to a career search or personal further
development are all mentioned time and again. These
are some motives people are most aware of. The learning
process itself is often undirected and coincidental. Through
training and personal accompaniment it is frequently
possible to reflect on learning experiences and to become
more aware of the learning process. To raise this awareness
and take responsibility for your own learning process could
be a crucial learning to learn step in EVS.

Questions which can help the volunteer to reflect are:


>> What does learning mean to me in general? What are my
experiences so far?
>> What are/were my learning goals within my EVS project?
How did they change (if at all)? How will/Did I reach
them?
>> How do I want to learn? How did I learn?
>> Which activities in the EVS project motivated me most in
my learning?
>> Where did my skills and knowledge improve?
>> Which methods do I want to/did I use to evaluate what I
learned?
>> Which learning style do I prefer: learning by doing,
by reading and thinking, by observing? How did
I experience new ways of learning due to limited
communication?
>> How did I explore different ways of learning compared to
learning in school and university?
>> Why is this learning important for the next stages in my
life?
>> How will I use what I learned?
>> How did I deal with challenges in my learning process?
How do I motivate myself to deal with obstacles and
continue learning?

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host organisations to bring Europe to the institution and to


concern themselves with current questions and topics. In this
way volunteers are often the bearers of the European idea in
an organisation. Many organisations use this chance to arrange
events or new initiatives related to Europe.
Questions which can help the volunteer to reflect are:
Social and intercultural competence

Social and civic competence


The original wording of the Key competence
These include personal, interpersonal and intercultural
competence and cover all forms of behaviour that equip
individuals to participate in an effective and constructive
way in social and working life, and particularly in increasingly
diverse societies, and to resolve conflict where necessary. It
is linked to personal and social well-being. An understanding
of codes of conduct and customs in the different
environments in which individuals operate is essential.
Civic competence equips individuals to fully participate
in civic life, based on knowledge of social and political
concepts and structures and a commitment to active and
democratic participation.

Suggestions for use in the context of EVS

>> How did I make new friends? What went well? What did not
develop well?
>> How did I identify different habits in the host community?
How did I cope with them?
>> Did I take the initiative, go towards others, and support
others?
>> When was I most successful in communicating with others
here?
>> How did I present my own cultural background in the host
community? How did I experience theirs?
>> What was my intercultural learning process during the EVS
project?
>> How did I deal with the cultural shock (if I faced one)?
>> How did I deal with conflicts? How did I resolve them?

EVS projects offer testing experiences, handling different


challenges in a new country with a different language
spoken in a special way. It always involves developing
new social contacts and friendships and coping in an
organisation and therefore in a work situation. Most of the
organisations which use EVS placements are concerned in
some way with social and political questions. This means
the volunteers are often involved with fringe groups, special
political questions or particular everyday problems.
EVS makes a contribution to the development of European
citizenship. Young Europeans spend a year of their lives
in another European country and bring impetus and
ideas to institutions and communities. They represent
a bridge between organisations in different countries.
They meet volunteers from different European countries in
accompanying training to exchange experiences, to address
key questions and to enliven Europe. It is the aim of many

>> How did I improve my ability to work in a team?


>> Which other social competences did I develop during the
year?
>> To what extent did I increase cultural self-awareness:
being more aware of my own cultural values, norms and
stereotypes and the effect of communication with foreigners?
>> To what extent did I develop intercultural sensitivity,
flexibility and an enhanced understanding of difference?

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Civic competence
>> How much was I actively involved in the EVS project?
>> Did I find out how to influence developments in
the organisation/ in the community? Did I use this
knowledge?
>> When did I participate in decision-making within the EVS
project?
>> How did I take into account different opinions? How did
they change my view of my own country, of the host
country, of European developments?
>> How did my knowledge of national and/or local/National/
European policies and structures increase?

Suggestions for use in the context of EVS


An EVS placement includes the management of an
independent project. In this way organisations and
volunteers have the chance to use the special situation
of EVS to make additional suggestions or put ideas into
practice. If a volunteer wishes, then the complete planning,
preparation, management and evaluation is normally given
over to them. It is possible to look at the creation of new
projects and initiatives involving young people as a form of
social entrepreneurship.

Questions which can help the volunteer to reflect are:


>> Which tasks did I take up during the EVS project; did I
propose things that I could put into practice my own
project?
>> How did my understanding of the practice and principles
of project management increase in the EVS project?
>> When did I take risks? And what did I learn in the
process?
>> What chances did I take to express my creativity, to
use new knowledge and skills gained during the EVS
project?
>> How will I use the concepts of other working styles,
cultures and innovation in future?

Sense of Initiative and Entrepreneurship


The original wording of the Key competence
Sense of initiative and entrepreneurship refers to an
individuals ability to turn ideas into action. It involves
creativity, innovation and risk-taking, as well as the ability
to plan and manage projects in order to achieve objectives.
This supports individuals, not only in their everyday lives
at home and in society, but also in the workplace in being
aware of the context of their work and being able to seize
opportunities. It is a foundation for more specific skills and
knowledge needed by those establishing or contributing to
social or commercial activity. This should include awareness
of ethical values and promote good governance.

>> Did I see and seize opportunities for cooperation or


networking in future? Make contacts that could be useful
for my future (job related, common projects, etc.)?

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Questions which can help the volunteer to reflect are:


>> How willing was I to get involved in new forms of
cultural experience?
>> When was I able to use different media and forms of
expression (e.g. verbal, drawing, body) to express
myself in different situations?
>> Which skills did I improve?

Cultural awareness and expression


The original wording of the Key competence
Appreciation of the importance of the creative expression
of ideas, experiences and emotions in a range of media,
including music, performing arts, literature, and the visual
arts.

>> Which differences and similarities did I identify between


the host countrys culture and my home culture?
>> Did I experience situations where I could not
understand/deal with the host countrys culture? How
did I resolve this situation?
>> Did I increase my ability to cope with new situations?
>> Which major changes have I become aware of?

Suggestions for use in the context of EVS


Young people often develop creative forms of expression
to make contact with others in a non-verbal way of
communicating or to reflect on experiences. Either
organisations offer an opportunity to develop cultural
aspects during the EVS project or young people use this
form of expression based on their own initiative. If this is the
case, then examples can be supportive of the description.
All forms of creativity and media can find their place in youth
work.
Increasing cultural awareness can prepare the ground
for effective intercultural learning. If volunteers reflect on
different cultural traditions, behaviour in general or specific
contexts, major learning steps can be made to become
aware of differences and similarities. This can involve a
major learning step towards cultural awareness and how to
deal with new contexts. It can also serve to raise awareness
about dealing with ambiguity.

>> What does it mean for my life in future?

Europass
Dealing with Youthpass in European Voluntary Service
provides a major opportunity for young people to develop
their self-reflection and their personal and professional
learning. It may well be that volunteers would like to use
this for their further professional career path. They will find
it important to use the Europass Curriculum Vitae or the
Europass Language Passport for their next steps in life.
They will find the Europass web site including further
resources here: http://europass.cedefop.europa.eu/

B. Questions and answers

B4

Youthpass in practice
Youthpass in Training Courses

1 What is Youthpass in Training Courses?


The simple answer is that Youthpass in Training Courses
is a Certificate which describes the activity itself and
confirms the participation of a youth worker/youth leader/
multiplier in a Training Course. It is also a Certificate that
has the option of being extended to include a summary
of the participants learning outcomes based on the
Key competences for Lifelong Learning. Using an official
Youthpass Certificate increases the recognition of the
participants learning and increases the social recognition of
the Youth in Action Programme.
And this is what Youthpass for Training Courses looks like:

In the following parts each section of the Youthpass


Certificate will be explained.

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Youthpass in Training Courses

1.1 Youthpass as confirmation of participation


Youthpass confirms participation of the youth worker/youth
leader/multiplier in a Training Course. The first half of the
first page includes the name of the individual participant,
the date and town/country of birth and the basic details of
the course (title, dates, venue).

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Youthpass in Training Courses

1.2 Description of activity


The next part on the document is a general description of
what Training Courses are, based on the Programme Guide
of Youth in Action.

The first page of Youthpass is to be signed by a


representative of the organisation this could be a legal
representative.

This helps people from outside the youth field to understand


what a Training Course is really about. This description is
necessary when showing your Youthpass to people who
have never heard of training courses in international youth
work. It might also make you think about how you would
describe such courses to someone from outside the field in
your own words

The structure of the first page of Youthpass ensures that


relevant information about the Course is presented in a
concise manner, which can be handy to use in support of a
job application, for example.

All Youthpass Certificates are stored on a central database


for security reasons and to allow the creation of a
replacement Youthpass if someone loses theirs. Each
Youthpass has a unique ID number on the bottom of the
first page which will allow people to check if the certificate
is genuine.

B. Questions and answers

B4. Youthpass in practice


Youthpass in Training Courses

1.3 Individual description of activities undertaken


The second page of Youthpass for Training Courses starts
with a summary of partner organisations that ran the
Training Course together if it was a joint project with other
organisations followed by a summary of the aims and
objectives of the Training Course.
There is also the possibility of adding the number of
participants who took part. This information could be
relevant if the size of the group had an influence on the
expected learning outcomes.
The countries which were represented by participants together with a note about which working languages were
used - show the international environment in which the
learning took place.

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Youthpass in Training Courses

It is possible to give additional information and references


about the trainers who were responsible for the Training
Course.
The next and last part of this page describes the different
programme elements of the Training Course.
This page will be signed again by a representative it could
be the legal representative or the organiser of the Training
Course.
All the above information is limited to two pages. Therefore
there are a limited number of characters for each of these
parts in the online Youthpass generation tool. We have
found that a two-page certificate is more readily accepted
by people from outside the youth field. Also, some people
prefer to use these two first pages separately from the part
describing the personal learning outcomes, depending on
the context in which they want to use the Certificate.
These two first pages of the Certificate are followed by an
optional number of pages, in which the participants learning
outcomes are described using the Key competences.
After a short introduction to the Key competences,
participants can add a summary of their learning outcomes,
described in terms of the Key competences framework.
There is also space for participants to describe any further
specific competences gained during the course. The number
of pages in this part is not limited. Here you can see just one
page for demonstration purposes.

The participants can write as much as they want, but it


is recommended that you limit descriptions of learning
outcomes to ensure that the Certificate remains userfriendly!
You can find further information about Key competences
>> in chapter A4 You hold the keys to Lifelong Learning
(general information) and
>> specifically in Training Courses further in this chapter.
A dialogue process between the participant and fellow
participants (and/or a trainer) is the basis for encouraging
reflection about ones learning and the Key competences.
If a member of the trainers team wants to be part of this
dialogue process, you need to foresee enough time for
engaging in such a process. Space is also provided to give
further references for example, from a member of the
trainers team at the end of the Certificate.
It is the participant who signs this part of Youthpass.
At the bottom of the last page, you find links to the Youth in
Action programme and to the Key competences for further
information.

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Youthpass in Training Courses

1.4 Quick Summary


Compulsory fields to complete on the website to produce
Youthpass Certificates for Training Courses are:

You can generate the Youthpass Certificates easily on the


Youthpass website. This is how it works when your Training
Course is approved:

On the first page: name of the participant; the Training


Course details (title, dates, venue); who will sign the first
page

>> Together with the contract for your approved project,


you will get a link to the Youthpass website
www.youthpass.eu

On the second page: aims and objectives; countries


participants come from; the programme elements of the
course; who will sign the second page

>> You are obliged to inform all participants that they are
individually entitled to get a Youthpass.

On the following pages relating to Key competences and


learning outcomes, all fields are optional if there is no
entry in a particular field then that field does not appear on
the Certificate.

>> We recommend including information about the Key


competences in the preparation, implementation and
follow-up of your Training Course.
>> On the Youthpass website you need to register before
you can start using the Youthpass generating tool.
>> Help texts will guide you through the different steps.
>> You can easily create Youthpass Certificates by filling in
the different boxes online with information about your
project and participants. Once all information is there,
you can generate the Certificates in PDF and print them.
Further technical details you will find on the website www.
youthpass.eu.

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Youthpass in Training Courses

2 Why Youthpass for Training Courses?


Now you have some ideas of what Youthpass in Training
Courses is about and what the document looks like. You can
now ask, and maybe a lot of people will ask you: What is the
benefit/potential of using Youthpass in Training Courses?
Why is Youthpass meaningful for participants? Why does it
make sense for organisations?
There are several answers to these questions depending on
your perspective.

Participants have to decide for themselves if they want


to show all of the Youthpass pages when presenting
themselves to others. Sometimes it will be more effective
to use just the first and second pages to show that they
participated in a specific learning experience. On other
occasions it will be equally appropriate to present the
learning outcomes within the Key competences framework
(page three and following).

For youth workers/leaders and other multipliers Youthpass


is the official proof of their active participation in a Course.
They can use it as a reference when they apply, for instance,
for a job or an educational course. But a Youthpass also
means - more importantly - recognising their mobility
experience and emphasising their ability to learn from this
intercultural experience and to develop personally and
professionally.

Experiences with Youthpass will be documented in a good


practice part of the website. If you want to share your
experiences and support others through communicating
them, please use it!

When a youth worker takes part in a Youth in Action


Programme Training Course he/she will experience
an international, intercultural environment often in a
heterogeneous group. This will offer a lot of reflection
points and new aspects for further engagement in his/her
work field. Youthpass is an opportunity to describe this
experience gained in a Training Course in a given framework
for further use. The idea behind Youthpass is also for
participants to reflect on the development of their personal
learning in a dialogue process during the activity and to
focus on learning potential.
Youthpass offers an opportunity to document the
learning which happens in Training Courses, which also
demonstrates commitment and active participation within
a European context. Especially for the target group of
youth workers/leaders and other multipliers who have
not managed to finish their formal education, a Youthpass
Certificate could well make a difference when applying for
the next step in their lives. In any case, such a Certificate
can easily form part of a youth worker/leaders portfolio as
we shall see at the end of this chapter.

For the organisers of Training Courses Youthpass is a


fantastic opportunity to use a Europe-wide system for
validation and recognition of their work.
The Youthpass Certificates also show that you organised an
activity which was quality-checked by the National Agency
of the Youth in Action Programme in your country and
financially supported by the European Commission.
If you use the educational recommendations concerning the
learning process, objectives and outcomes described in this
Youthpass Guide you can increase the educational impact
and quality of your youth work.
Youthpass highlights the added value in terms of learning
experienced in a Youth in Action activity as you can read
about further in chapter A5 Youthpass - more than a
certificate of participation.
In the next part you will find more information about how
you can implement Youthpass in a Training Course.

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Youthpass in Training Courses

3 How can Youthpass be used in a Training Course?


Youthpass is more than a piece of paper and more than
just the cream on top. This is the intention of all those who
were part of the development of Youthpass.
Now we will look at how to put it into practice - from the
first moment you hear of Youthpass to the very last moment
when you are completing a Training Course.
As you will see, Youthpass can be integrated into a series
of normal Training Course programme elements. Here are
some suggestions:

As part of the overall


evaluation + transfer

about non-formal learning


recognition
about Youthpass in Youth
Programme Actions
about self-assessment
about competences
development

)
)
)
)

As a programme
session

During the preparation


of the course

Integrating
Youthpass

During reflection
group discussions

(
(

Reaching a common understanding


in the team about learning
Agreeing a Youthpass integration
strategy

In the information given


to the participants
beforehand

As part of participants
expectations

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Youthpass in Training Courses

And now you are invited to read through the following steps
which might gave you some inspiration on how you can
adapt or use it in your own Course:
1. When you start to plan your activity you can integrate
Youthpass and the Key competences right from the
beginning when planning and setting learning objectives
or the Training Course with a focus on both the
participants and your organisation. You can choose which
of the Key competences you would like to address the
most or you can think about the learning potential of the
individual participants or your organisation and how you
can encourage this process. If you are dealing with topics
like participation in society, active European citizenship
and the influence of your engagement, intercultural
learning, the impact of European developments on local
youth work or on your organisation, specific topics like
ecological developments, the social situation of young
people, the situation of socially excluded people in
different countries, etc. you can think about encouraging
reflection processes for participants and organisations.
2. When you plan the Training Course structure, please
reserve time:
>> to inform all participants that they have the right to
ask for a Youthpass if they want. It is your contractual
obligation as an organiser to provide a Youthpass
Certificate if requested,
>> to include questions on learning and personal
development in the reflection moments within the
Training Course,
>> to think about the acquisition of Key competences and
use the descriptions presented later in this chapter,
>> to plan regular reflection sessions to reflect on learning
objectives and, through that, deepen the process of
learning in the Course,
>> to think about different approaches towards motivating
participants in their learning and to link this to lifelong
and life-wide learning please use the ideas about this
contained in chapter B 1 How to support learning.
3. The self-assessment parts of the programme and the
dialogue process you create during the Training Course
need time. A lot of participants are not familiar with this
kind of work and you may need to offer guidance and
methodological support.
4. Motivate the participants to create partnerships with
others to deepen their reflection and to make it a learning
experience. Motivate them to use the Training Course for
getting feedback and developing their reflection on

learning objectives and how to reach these objectives in


different ways.
5. During one of the last sessions it is recommended
that you invite participants to reflect on their learning
objectives and outcomes from the Training Course and
describe them using the Key competences framework.
6. Before you can generate and print the Youthpass
Certificates, you, of course, have to fill in all the information
related to the activity and the participants. Most of the
steps can be prepared in advance - except the individual
part about the participants learning during the Training
Course (you will only know this at the end of the Course).
In fact, and in order to save time, you could already have
the Certificate signed by a legal/official representative of
your organisation before the Course.
7. There is no need for participants to choose every Key
competence - just the ones which are related to relevant
learning outcomes. The others will not appear on the
Certificate if you do not type anything in the particular
fields. Remember that there is also a field for other
specific skills worked on during the course.
8. The description of the learning outcomes can be prepared
offline, preferably in an electronic format. This allows
you to copy and paste the information online into the
Youthpass generating tool. During a Training Course
participants can work on several laptops (which are
present these days anyway in many Training Courses).
Motivate participants to ensure that the reflection is
really based on a dialogue process where they use selfassessment and feedback to describe their learning
objectives.

There are very creative ways of setting up the technical


facilities to prepare the Youthpass Certificates during
Courses, e.g., using internet cafes, or asking organisations
nearby to provide access to computers and the internet.

If, however, you want to issue Youthpass after the


Course, participants will then send you their reflections
on their learning outcomes which can be integrated into
the Certificate. Remember that it is still important to
provide at least some time at the end of the Course for
participants to discuss their learning outcomes with other
participants and/or members of the trainers team.

You will find all relevant technical questions concerning


the website, the technical conditions and procedures on
www.youthpass.eu.

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4 Use of Languages for Youthpass in Training


Courses

As a basic standard, Youthpass will be generated in the


native language of the country where the project was
approved. Concretely, this means that if you apply in
Germany and you have a contract from the German National
Agency, you have a German contract number and German
Youthpass Certificates will be generated.
If participants request it, then you can use other EU
languages: as the multilingual website is developed, it
will be possible to generate Youthpass in all the official
languages of the European Union.
An increasing number of participants also want to describe
their learning objectives and outcomes in another language
often English. You will need to provide opportunities for
people to give each other support in this.

5 Key competences in Training Courses


The following part provides assistance in understanding
and using the Key competences during the dialogue process
between participants in Training Courses or between a
trainer and a participant to describe learning outcomes.
You are encouraged to have a look at other sections of
the Youthpass Guide (such as chapter B1 How to support
learning) which give further hints and ideas to facilitate the
use of Youthpass in the Youth in Action Programme.

The background to the Key competences


The European Union has defined basic Key competences for
Lifelong Learning in Europe. All types of education can refer
to this same framework, and so do we in the Youth in Action
Programme. Competence is defined as being a combination
of knowledge, skills and attitudes.
Have a look at Chapter A4 You hold the keys to Lifelong
Learning for a detailed explanation of the development of
the framework.

Key competences in the Youth in Action


Programme
Using Key competences as a tool to describe the learning
outcomes from experiences gained within the Youth in
Action Programme is new. The decision to go down this
path is part of an overall strategy to support young people
in their personal lifelong learning process and to promote
the recognition of youth work in the wider society and its
importance in political priorities. One part of the Lifelong
Learning strategy is the focus on employability but the other
part which is important and closer to what we know as
youth work - is the future life of young people and coping
with challenges that come from changes in societies. With
Youthpass both aspects will be highlighted.
This common European Key competences framework helps
us in using a more coherent European language to talk
about learning experiences across different environments.
Below you will find the European definition of the Key
competences, and what they might look like in a Training
Course. It will hopefully give you ideas on how you can
describe learning outcomes.

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You are invited to use the Key competences terminology


when describing the learning outcomes of Training Courses.
This offers guidelines towards a common European
approach and a more coherent European language to
report and present these experiences including different
environments. Especially in view of the new Youth in
Action Programme, the use of the Key competences here is
intended to improve the quality of Courses in supporting
multipliers in their work.
Each of the Key competences is used in the following way:
1) an extract from the original wording of the Key
competences, and
2) suggestions on how to reflect on this competence in the
context of Training Courses.
For some participants it may be a relatively new exercise to
jump into self-assessment. You may find it useful to offer
some examples of half sentences which they can use when
describing their competence development. Here are some
examples taken from chapter B1 How to support learning:

Communication in the mother tongue


The original wording of the Key competence
Communication in the mother tongue is the ability to
express and interpret concepts, thoughts, feelings, facts and
opinions in both oral and written form (listening, speaking,
reading and writing), and to interact linguistically in an
appropriate and creative way in a full range of societal and
cultural contexts; in education and training, work, home and
leisure.

Suggestion for use in Training Courses


>> I feel more comfortable now...

>> Im able to...

These days, most participants in Youth in Action Programme


courses use a language other than their mother tongue to
express themselves and, on top of this, most of the other
participants have a different language. Of course, there will
still be participants who will be able to use their mother
tongue in Courses and for them the challenges are different
but still large: Will others understand my references? How
do I learn to slow down and speak more clearly? Can I make
myself understood to people that do not have a background
in youth work? Can I communicate across different dialects?

>> I know now how...

Questions which can help you reflect are:

>> I found out...


>> I learned...
>> I feel confident...
>> I made progress...

>> I developed...

>> When and how well did I use my mother tongue?

>> I have a clear view now...

>> What difficulties did I experience in communicating? How


did I overcome those difficulties?
>> What opportunities did I have to use my mother tongue?
How well did others understand me?
>> How did I adapt my language to the level of the people
I was speaking to? Did I make other people feel OK
about not speaking perfectly what was - for them - a
foreign language?

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Communication in foreign languages

Mathematical competence and basic


competences in science and technology

The original wording of the Key competence


The original wording of the Key competence
Communication in foreign languages broadly shares the
main skill dimensions as communication in the mother
tongue: it is based on the ability to understand, express and
interpret concepts, thoughts, feelings, facts and opinions
in both oral and written form (listening, speaking, reading
and writing) in an appropriate range of societal and cultural
contexts (in education and training, work, home and leisure)
according to ones wants or needs. Communication in
foreign languages also calls for skills such as mediation
and intercultural understanding. An individuals level of
proficiency will vary between the four dimensions (listening,
speaking, reading and writing) and between the different
languages, and according to that individuals social and
cultural background, environment, needs and/or interests.

Suggestions for use in Training Courses


These days, most participants in the Youth in Action
Programme courses use a language other than their mother
tongue to express themselves and, on top of this, most of
the other participants have a different language.
Questions which can help you reflect are:
>> When and how well did I use another language here?
>> What difficulties did I experience in communicating? How
did I overcome those difficulties?
>> How creative was I in explaining things if I did not find
the correct word?
>> Did I also have a go at writing flip-charts etc. or was I
too embarrassed to write?
>> What are my future plans regarding learning another
language?

A. Mathematical competence is the ability to develop and


apply mathematical thinking in order to solve a range
of problems in everyday situations. Building on a sound
mastery of numeracy, the emphasis is on process and
activity, as well as knowledge. Mathematical competence
involves, to different degrees, the ability and willingness
to use mathematical modes of thought (logical and spatial
thinking) and presentation (formulas, models, constructs,
graphs, charts).
B. Competence in science refers to the ability and
willingness to use the body of knowledge and methodology
employed to explain the natural world, in order to identify
questions and to draw evidence-based conclusions.
Competence in technology is viewed as the application
of that knowledge and methodology in response to
perceived human wants or needs. Competence in science
and technology involves an understanding of the changes
caused by human activity and responsibility as an individual
citizen.

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Suggestions for use in Training Courses


Apart from budgetary competences, it is initially a bit of
a challenge to think about how these competences can
be addressed in Youth in Action courses! But once you
start to think about it, there is a lot to work on! One of the
key issues in current youth work is how to relate youth
work practice to the growing area of youth research.
This is especially important with regard to encouraging
those involved in youth work to become what is known as
reflective practitioners.
Questions which can help you reflect are:
>> When did I use my mathematical competence in this
Course?
>> Which presentation skills did I develop here?
>> How did I apply mathematical skills in division of groups,
in drawing up budgets, in counting vegetarians, prices
of activities, etc.?
>> How did I integrate youth research results into my
discussions with others in the Course?
>> How do I intend to contribute to youth research or use
youth research results in my youth work?
>> How did I deduce logical conclusions based on practical
arguments/experiences (deductive approach), how
did I test a theory (theoretical approach) in practice
(inductive approach)?
>> How did I (learn to) use technology available for youth
work e.g. toolbox databases, Polaroids, digital
cameras for reporting, Projectors, new style flipcharts,
youth work methods involving objects (card games,
simulations, debriefing,)?

Digital competence
The original wording of the Key competence
Digital competence involves the confident and critical use
of Information Society Technology (IST) for work, leisure
and communication. It is underpinned by basic skills in ICT:
the use of computers to retrieve, assess, store, produce,
present and exchange information, and to communicate and
participate in collaborative networks via the internet.

Suggestions for use in Training Courses


With the massive expansion of computer and internet use
recently, the need to develop critical usage of ICT is growing
in youth work.
Questions which can help you reflect are:
>> What information sources did I use to prepare myself for
this Course?
>> To what extent did I communicate with other participants
over the internet before the Course? (Or do I intend to
use the internet for this purpose after the Course?)
>> What did I learn about computer use in other countries
here?
>> How will I work with young people to develop a critical
approach to knowledge available on the internet (for
instance)?
>> How did I learn to use online resources for my youth
work (toolbox, training calendar, mailing lists, finding
partners, etc.)?

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Learning to learn

Social and Civic competence

The original wording of the Key competence

The original wording of the Key competence

Learning to learn is the ability to pursue and persist


in learning, to organise ones own learning, including
through effective management of time and information,
both individually and in groups. This competence includes
awareness of ones learning process and needs, identifying
available opportunities, and the ability to overcome
obstacles in order to learn successfully. This competence
means gaining, processing and assimilating new knowledge
and skills as well as seeking and making use of guidance.
Learning to learn engages learners to build on prior learning
and life experiences in order to use and apply knowledge
and skills in a variety of contexts: at home, at work, in
education and training. Motivation and confidience are
crucial to an individuals competence.

These include personal, interpersonal and intercultural


competences and cover all forms of behaviour that equip
individuals to participate in an effective and constructive
way in social and working life, and particularly in
increasingly diverse societies, and to resolve conflict where
necessary. Civic competence equips individuals to fully
participate in civic life, based on knowledge of social and
political concepts and structures and a commitment to
active and democratic participation.

Suggestions for use in Training Courses

Suggestions for use in Training Courses

Much effort has been invested into developing such


competences within the YOUTH Programme in the past, as
these are vital building blocks for young people to be able to
function within todays increasingly diverse societies.

Crucial to an understanding of this competence is the


responsibility of the learner within the process.

Questions which can help you reflect on social and


intercultural competences are:

Questions which can help you reflect are:

>> What was my intercultural learning process during this


Course?

>> What were my learning goals within this Course?


>> Did I reach them?

>> Did I take the initiative, go towards others, support


others, was I available for informal talks and social
contacts here?

>> How did I learn?


>> Which activities in the Course motivated me most in my
learning?
>> Where did my theoretical knowledge improve?
>> Which methods did I use to evaluate what I learned?
>> Why is this important for my work, my organisation?
>> How will I use what I learned?

>> When was I most successful in communicating with


others here?
>> Which social competences did I develop during this
event?
>> What part did I play (if any) in helping to resolve or
manage conflicts in the group?
>> How did I improve my ability to work in a team?

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Within the Youth in Action Programme, much emphasis is


placed on the concept of European Citizenship and how
this can help young people understand and be active within
society and develop civic competences.

opportunities, and is a foundation for more specific skills


and knowledge needed by those establishing or contributing
to social or commercial activity. This should include
awareness of ethical values and promote good governance.

Questions which can help you reflect are:

Suggestions for use in Training Courses


>> How much was I actively involved in the Course?
>> Did I find out how to influence developments in the
Course? Did I use this knowledge?
>> When did I participate in decision-making within this
activity?
>> How did I take into account different opinions (in
working groups, plenary, etc.)?
>> How did my knowledge of national and/or European
structures increase here?

This is one of the Key competences that changed quite a


lot in the consultation process, having been only concerned
with entrepreneurship at the beginning. With the addition of
sense of initiative, the competence fits more easily into a
youth work context. It is also possible to look at the creation
of new projects and initiatives involving young people as a
form of social entrepreneurship.
Questions which can help you reflect are:
>> Did I take up any tasks during the Course, did I propose
things that I could share with the group?
>> How did my understanding of the practice and principles
of project management increase in this Course?
>> When did I take risks here? And what did I learn in the
process?
>> What chances did I take to express my creativity and use
new knowledge and skills gained during the Course?
>> How will I use the concepts of innovation and risk
management in my future youth projects?

Sense of Initiative and Entrepreneurship


The original wording of the Key competence
Sense of initiative and entrepreneurship refers to an
individuals ability to turn ideas into action. It includes
creativity, innovation and risk-taking, as well as the ability
to plan and manage projects in order to achieve objectives.
This supports individuals, not only in their everyday lives
at home and in society, but also in the workplace in being
aware of the context of their work and being able to seize

>> Did I see and seize opportunities for cooperation or


networking during the Course? Make contacts that could
be useful for my youth work later (common projects,
etc.)?

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European Portfolio for Youth Workers


and Youth Leaders

Cultural awareness and expression


The original wording of the Key competence
Appreciation of the importance of the creative expression
of ideas, experiences and emotions in a range of media,
including music, performing arts, literature, and the visual
arts.

Dealing with Youthpass in Training Courses provides a


major opportunity for youth workers and youth leaders to
develop their skills in self-reflection and self-assessment.
It may well be that participants want to integrate these
skills into a longer term perspective. So, depending
on the target group of your Training Course, you might
find it useful in the self-assessment to also refer to the
functional analysis and competence framework to be
found in the European Portfolio for Youth Workers and
Youth Leaders published by the Council of Europe. In
any case, youth workers and youth leaders can use
Youthpass Certificates to help them build up their own
portfolios.

Suggestions for use in Training Courses


All forms of creativity and media can find their place in youth
work and they are the main reason many young people
participate. Increasing cultural awareness helps prepare the
ground for effective intercultural learning.
Questions which can help you reflect are:
>> How willing was I to get involved in new forms of cultural
experience here?
>> When was I able to use different media and forms of
expression (e.g. verbal, drawing, body,) to express
myself during the Course?
>> Which skills did I improve?
>> How do I intend to involve young people in such cultural
expression in the future?

The Portfolio can be freely downloaded here: www.coe.


int/youthportfolio

Europass
Dealing with Youthpass in Training Courses provides a
major opportunity for youth worker and youth leader
to develop their self-reflection and their personal and
professional learning. It may well be that participants
would like to use this for their further professional career
path. They will find it important to use the Europass
Curriculum Vitae or the Europass Language Passport for
their next steps in life.
They will find the Europass web site including further
resources here:
http://europass.cedefop.europa.eu/

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B5

Youthpass in practice
Youthpass in Youth Initiatives

1 What is Youthpass in Youth Initiatives?

1.1 Youthpass as a confirmation of participation

The simple answer is that Youthpass in Youth Initiatives


is a certificate which confirms the participation of a young
person in a Youth Initiative and which describes the specific
Youth Initiative project. It is also a certificate that describes
what young people learnt during their project using the key
competences for lifelong learning as a framework.
Answering from a broader political point of view, Youthpass
offers recognition of non-formal learning within the Youth in
Action Programme.

Youthpass confirms participation of the young person taking


part in a Youth Initiative project. The first half of the first
page includes the name of the participants, the date of birth
as well as the town and country of birth (these two fields are
optional). Furthermore, it contains the basic details of the
Youth Initiative project, which are: project title, the duration
of the project and the place and country where the project
was implemented.

And this is how Youthpass for Youth Initiatives looks like:

1.2 General description of Youth Initiatives


The next part of the document is a general description of
what a Youth Initiative is. This helps people from outside
the youth field who are not familiar with Youth Initiatives
understand the framework of the project in a better
way. (The description is already given and will appear
automatically on the generated certificate.)

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There are different options to sign the first page of the


certificate:
1. a representative of the supporting organisation (if any)
2. the coach (if any)
3. a member of the Youth Initiative group; preferably the
one who is the contract holder

1.3 Description of the project


The second page of the Youthpass certificate for Youth
Initiatives contains a detailed project description. The fields
that have to be filled in are: aims and objectives of the
project, partners (for Transnational Youth Initiatives) and
the main activities of the Youth Initiative and the project
achievements. Additionally, the following optional fields
can be completed: Details on the support organisation (if
relevant) and information on co-funding (if relevant).

4. a representative of the local authority


5. a representative of the National Agency where the
project was approved
In step 4 Validate your certificate you can add an
individualised description of the role of the person who
signs the first page. This allows the Youth Initiative groups
to choose the option which fits their needs best.
The structure of the first page of Youthpass ensures that
the relevant information about the Youth Initiative is
presented in a short way, which can be handy to use for a
job application, for example.
All Youthpass certificates are saved in your Youthpass
account for security reasons and allow the creation of
a replacement Youthpass if someone loses theirs. Each
Youthpass has a unique ID number on the bottom of the first
page, which will allow people to check if the certificate is
genuine.

This page should give the person reading the certificate (e.g.
a potential employer) a clear idea about the project:

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>> In the section aims and objectives the members


of the Youth Initiative can summarise the main ideas
behind the project, the motivation to start it and what
they were aiming for with doing the project.
>> The information on the partner group(s) is especially
relevant for transnational Youth Initiatives to mention
who they cooperated with and where the other groups
came from. This is a good opportunity to make the
international dimension of the project visible.
>> The field main activities is the place to explain briefly
and clearly to external people what the group actually
did during the project. They can explain the steps they
took to achieve the project aims, working methods and
programme elements (such as events organised in the
framework of the Youth Initiative). In short: Everything the
group members want to let others know about the project.
>> In addition, there is the possibility to summarise the
project achievements. Here the group can describe in
how far their aims and objectives have been met and
which changes and developments they perceive after
the project.
>> Youth Initiatives implemented or supported by an
organisation (e.g. a youth centre) can also mention
the organisation details on this page and can shortly
describe its profile. This can help people from the
outside understand the overall framework in which
theproject was implemented. Furthermore, if the
organisation is well-known in the local or national
context, it could give the project further credibility. In
addition, the group members might want to describe
what the support consisted of (e.g. was it knowledge,
human resources, facilities, material?).
>> Last but not least, institutions or programmes having
contributed financially to the project besides the Youth
in Action Programme can be mentioned on this page.
The second page of the Youthpass certificate for Youth
Initiatives is signed by a responsible of the project. This
can be the group member or support person who signed the
contract with the National Agency for Youth in Action or who
took over a coordination role in the project.

All the above information is limited to two pages. Therefore


there are a limited number of characters for each of these
parts in the online tool. We have found that a two-page
certificate is more readily accepted by people from outside
the field. Also, some people prefer to use these two first
pages separately from the part describing the personal
learning outcomes, depending on the context in which they
want to use the certificate.

1.4 Description on individual activities and


learning outcomes of the participant
These two first pages of the certificate containing detailed
information on the project are followed by an optional
number of pages, in which the participants role in the
project and their individual learning outcomes are described.
All the text fields on the third page ff. are optional.
The first text field provides space for describing the
participants task and responsibility in the project. Guiding
questions could be: Was there a particular aspect of the
project the group member was in charge of? Which were
the main issues he/she worked on? In short: What was the
participants individual contribution to the project? Last but
not least, this is the place for the group members to state all
the activities that they consider especially relevant for their
personal or professional development.
The next field is there to list training activities or workshops
in which the group member took part in the framework
of the Youth Initiative. This can be activities organised by
the Youth Initiative group or the supporting organisation
themselves as well as external training in which the
participant took part in order to develop particular skills
relevant for the project. For example, this could be training
courses for Youth Initiatives offered by a National Agency for
Youth in Action, by the SALTO Participation Resource Centre
or by other institutions or NGOs.
The opening paragraph of the key competences section
clarifies that the following descriptions are based on a selfassessment of the young person him-/herself, supported
by a learning partner (if applicable). This clarification is
important to avoid that Youthpass is misunderstood as a
record of skills tested and certified by an external person
(such as a teacher). Differently than in formal assessment
processes, the learning partners role is merely to support
the participants reflection of his/her competences by a
mutual dialogue. Indicating a learning partner is optional.

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He/ she could be another group member, a coach, a


member of the supporting organisation or any other person
who knows the project and the participant well enough.
In the following section the participants can summarise their
learning outcomes under each of the eight key competences
for lifelong learning. You can find further information about
the key competences
>> in chapter A4 You hold the keys to Lifelong Learning
(general information) and
>> specifically in Youth Initiatives further in this chapter.
Besides the given eight key competences, there is also
space for participants to describe any further specific
competences gained during the Youth Initiative project.
The number of pages in this part is not limited. Here you can
just see one page for demonstration purposes.

The participants can write as much as they want, but it is


recommended to limit descriptions of learning outcomes to
ensure that the certificate remains user-friendly! Please note
that not all the eight key competences have to be filled in.
If you dont write a description to a specific field, that key
competence in question will not appear on the certificate.
As a last element of the Youthpass certificate, space is also
provided to give further references. Here the participants
can enter the full names and contact details of the people
who can give further information about the group members
participation in the project. A reference person could be
the learning partner, another group member, a coach, a
youth worker or a member of the supporting organisation
or any other person who has followed the participants
development.

1.5 Quick summary


Compulsory fields to complete on the website to produce
Youthpass certificates for Youth Initiatives are:
On the fist page: name of the participant and the basic
details of the Youth Initiative project, project title, the
duration of the project, the place and country where the
project was implemented and the signature of the person
certifying the implementation of the project.
On the second page: aims and objectives of the project,
partners (for Transnational Youth Initiatives), the main
activities of the Youth Initiative, the project achievements
and the signature of the person in charge of the project.
On the following pages relating to the participants role
and learning outcomes (key competences), all fields are
optional if there is no entry in a particular field then that
field does not appear on the certificate.

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You can generate the Youthpass certificates easily on the


Youthpass website. This is how it works when your Youth
Initiative is approved:
>> In the contract for your approved project you will find
the project number which you will need to create
Youthpass certificates online. Together with your
contract you will also get the following link to the
Youthpass website: www.youthpass.eu.
>> In addition, youll be invited to the sub-pages for Youth
Initiatives (start with http://www.youthpass.eu/en/
youthpass/for/youth-initiatives/) where you can find
lots of useful ideas and methods how to integrate
Youthpass in your Youth Initiative project. There you
also have the possibility to sign up for the Youthpass
mailing service in order to receive hints per e-mail.
>> The contract holder is obliged to inform all the
group members of the Youth Initiative that they are
individually entitled to get a Youthpass.
>> We recommend including the Youthpass process
- meaning reflections on learning aims and outcomes from the beginning in the preparation, implementation
and follow-up of your Youth Initiative project.
>> On the Youthpass website you need to register before
you can start using the tool to generate certificates.
>> Help texts will guide you through the different steps.
>> You can easily create Youthpass certificates by filling in
the different boxes online with information about your
project and participants. Once all the information is
there, you can generate the certificates in PDF and print
them.

2 Why Youthpass in Youth Initiatives?


Now you have some ideas of what Youthpass in Youth
Initiatives is about and what the certificate looks like. But
what is the benefit/ potential of using Youthpass in Youth
Initiatives? Why is Youthpass meaningful to the participants?
For the participants, Youthpass is the official proof of
their active participation in a Youth Initiative project. They
can use it as a reference when they apply, for instance,
for a job or an educational course. But Youthpass also
means more importantly recognising their own active
role in a project, developed and implemented by the young
people themselves. Youthpass emphasises their ability to
learn from this experience and to develop personally and
professionally. Transnational Youth Initiatives additionally
include an intercultural dimension and a mobility experience
which contains enormous learning potential as well.

Although the learning experience might not be the


initial motivation for the Youth Initiative group to run
their project, the group members acquire a lot of new
competences: they improve their sense of entrepreneurship
by planning and implementing their own activities, they
gain project management skills and they practise their social
competences by communicating and cooperating with many
different people and institutions and especially in the
case of a transnational Youth Initiative they increase their
sensibility in intercultural communication. These are just a
few basic examples to which one can add even more specific
competences according to the theme of the project, e.g.
cultural awareness and expression as the main learning
potential of a theatre project, or the digital competence
gained in a video project. In short: Youth Initiative projects
hold the key for personal growth which is worth reflecting
on!

You will find further technical details on www.youthpass.eu.


Youthpass offers the opportunity to document the
learning which happens in Youth Initiatives. Next to that it
demonstrates commitment and active participation within a
local or European context. Especially for those young people
who have not managed to finish their formal education, a
Youthpass certificate could make a difference when applying
for the next steps in their lives. In any case, Youthpass can
easily form a part of the young persons portfolio.

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Participants of a Youth Initiative have to decide for


themselves if they want to show all of their Youthpass pages
to others. Sometimes it will be more effective to use just
the first and second pages to show that they participated
actively in a Youth Initiative for a period of their lives. In
other occasions it will be equally appropriate to present the
learning outcomes within the key competences framework
(page three and following).
For the support organisations and coaches of Youth
Initiatives, Youthpass is a fantastic opportunity to use a
Europe-wide system for validation and recognition of their
work.
The Youthpass certificate also shows that you organised
or supported an activity which was quality checked by the
National Agency of the Youth in Action Programme in your
country.
If you use the educational recommendations concerning the
learning process, objectives and outcomes described in this
Youthpass guide, you can increase the educational impact
and quality of your youth work. Youthpass highlights the
added value in terms of the learning experienced in a Youth
in Action activity - as you can read about further in chapter
A5 Youthpass - more than a certificate of participation.

3 How can Youthpass be used in a Youth Initiative


project?
Youthpass is more than a piece of paper and more than
just cream on top. This is the intention of all those who
were part of the development of Youthpass.
Now we will look at how to put this into practice from the
first moment you hear of Youthpass to the very last moment
when you complete a Youth Initiative project.
We invite you to go through the following steps which might
give you some inspiration on how you can adapt or use the
Youthpass process in your Youth Initiative project. Youll
find further support, ideas and methods on the Youthpass
websites for Youth Initiatives which you can access by
choosing National or Transnational Youth Initiatives from
the drop-down menu on the bottom of the Youthpass start
page www.youthpass.eu.
The hints below are directed to support people as well as
to the participants in Youth Initiatives
themselves.

Step 1: Experience and learn!


In the next part you will find more information about how
you can implement Youthpass in a Youth Initiative project.

You can discuss Youthpass and the framework of key


competences already during the preparation of your project.
You and your group are invited to plan your learning process
and to set your learning aims and objectives individually
and as a group. In simple words: what can we learn from
this project? If possible and available, assisted by a coach
or another support person. Doing so during a group meeting
at the beginning of the planning phase can be a very helpful
and motivating moment. Of course this can be linked with
talking about the expectations towards the project, the
group and individuals in the group.
Try to find out which elements of the project can help to
reach those learning aims and objectives on individual and
on group level. Try to identify
>> ways you can use to reach your goals,
>> how you can support each other within the process and
>> how will you keep learning on the agenda during the
project?
>> what will be the signs and results which will give proof
that you reached the aims and objectives? How do you
know you are on the right track?

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Step 2: Think about it!

Step 3: Write it down!

Working and learning in your group strengthens the


individual development process. You can exchange learning
plans you created at the beginning, you can stimulate and
motivate each other, share challenges and obstacles.
We recommend you to find a learning partner who
accompanies you through the whole process. He or she can
stimulate your learning efforts with feedback and support
and helps to name and recognise learning outcomes. It
could be a coach, a support person, a peer from the group
or somebody not related to the project. You decide how you
will organise your reflection and support structure when,
how, where, etc.

At the end of the project the group discusses the results of


the Youth Initiative project and evaluates the whole process
from the beginning to the end. You exchange what you
learnt and share the individual learning plans and outcomes
of everybody in the group. This step of the Youthpass
process is to collect all the results, developments and
learning outcomes and to write them down. The next step
will then be to order what you have been writing in such a
way that they fit into the frame of the key competences in
the Youthpass (see point 5 of this chapter).

During reflection and evaluation meetings you can discuss


not only the state of affairs of the Youth Initiative project,
but your individual and group development as well. The
whole process could be coordinated by one person chosen
by the group a kind of learning plan keeper. You can
discuss and modify aims and objectives regularly; you can
discuss which competences you would like to develop and
how you could work more effectively as a team to follow the
aims and objectives of your Youth Initiative.
Personal learning aims and objectives are monitored
through the whole duration of the project by the learner himor herself and by the help of a learning partner. By using
some assessment tools and evaluation methods you can
reflect on your own development. You will find supportive
tools on the Youthpass website for Youth Initiatives.

Every one of you will prepare his/her individual data, which


will include assessing and describing the learning outcomes
- with the support of a learning partner. One of you has to
copy this into the technical tool of Youthpass website. You
could appoint someone who will prepare general information
about the project as well as the group achievements - to be
prepared for the last technical step:

Step 4: Get your certificates!


This is how it works: to produce Youthpass certificates, you
will follow the step by step instructions and help texts you
will find on the website. Together with your team you will
fill in all relevant project data. You will copy and paste the
individual or the group learning outcomes into the tool.
In step five of producing the certificates Validate
your certificate you will be asked to define the legal
representative and a person in charge of the project. Ask
them to sign the Youthpass certificate after generating the
full document for individual recognition purposes.
Issuing the Youthpass certificates can be linked with a little
ceremony or party to celebrate the Youth Initiative project
and the participants and support peoples commitment.
In case of any problems and questions, dont hesitate to ask
the contact person in the National Agency or the Youthpass
helpdesk at youthpass@salto-youth.net!

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4 Use of languages for Youthpass in Youth


Initiatives

5 Key competences in Youth Initiatives

When entering the project data you can choose the


certificate language via the link select and add further
languages. The frame of the certificate including the
headings and pre-given descriptions of the Action will
appear in the language you selected.

The following part provides assistance in understanding and


using the key competences for describing learning outcomes
in Youth Initiatives. You are encouraged to have a look at
other sections of the Youthpass Guide (such as chapter B1
How to support learning) which give further hints and
ideas to facilitate the use of Youthpass in the Youth in
Action Programme.

If participants request it, you can add other European


languages via the link select and add further languages.
By clicking on add another language a second dropdown menu will appear in which you can select the second
language. After saving your choice, text fields marked by
country flags will appear for each language you added.
If you selected two languages for one participant, two
certificates will be generated for him/her.
Please note that Youthpass certificates for Youth Initiatives
are not available for all the Programme languages yet.
When the multilingual website is fully developed, it will be
possible to generate Youthpass in all official languages of
the Youth in Action Programme Countries.

Youth work
field

Education
(Higher education,
school)

Key competences in the Youth in Action Programme


Using key competences as a tool to describe the learning
outcomes from experiences gained within the Youth in
Action Programme is new. The decision to go down this
path is part of an overall strategy to support young people
in their personal lifelong learning process and to promote
the recognition of youth work in the wider society and its
importance in political priorities. One part of the Lifelong
Learning strategy is the focus on employability but the other
part which is important and closer to what we know as
youth work - is the future life of young people and coping
with challenges that come from changes in societies. With
Youthpass both aspects will be highlighted.
This common European key competences framework helps
us in using a more coherent European language to talk
about learning experiences across different environments.

The background to the key competences

Vocational
education

Key
competences

Employment
sector

other

The European Union has defined basic key competences for


lifelong learning in Europe. All types of education can refer
to this same framework, and so do we in the Youth in Action
Programme. Competence is defined as being a combination
of knowledge, skills and attitudes.

B. Questions and answers

B5. Youthpass in practice


Youthpass in Youth Initiatives

Below you will find the European definition of the key


competences, and what they might look like in a Youth
Initiative. It will hopefully give you ideas on how you can
describe learning outcomes.
Each of the key competences is explained in the following
way:

1. an extract from the original wording of the key


competences, and
2. suggestions on how to reflect on this competence in the
context and different phases of Youth Initiatives. In order
to make understanding of the competences easier, Yuppie
will be there with her tips, ideas and questions!

For some participants it may be a relatively new exercise to


jump into self-assessment. You may find it useful to offer
some examples of half sentences which they/ you can use
when describing their/ your competence development. Here
are some examples taken from chapter B1 How to support
learning:
>> I feel more comfortable now...
>> I found out...
>> I learned...
>> I feel confident...
>> I made progress...
>> Im able to...
>> I know now how...
>> I developed...
>> I have a clear view now...

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Communication in mother tongue


The original wording of the key competence...

Yuppie questions

... in a nutshell: using native language in different life


situations. Expressing ideas, opinions, feelings, needs, facts
by listening, speaking, writing and reading. Understanding
others.

Before the project


>> Where do you already feel confident about using your own
language? (listening, talking, reading, writing)? In what way?
>> What else would you still like to learn? How?

Youth Initiative and communication in mother tongue.


During and after the project
In your project you communicate mainly in your native
language. You express yourself differently depending on
where you are and with whom you talk. You communicate
different with your peers, teachers, sponsors, local
authorities or National Agency.

Examples:
>> Learning new words and expressions when preparing
a project for the Youth in Action programme (such as
European dimension, evaluation, aims and objectives,
participant, beneficiary, young people with fewer
opportunities, inclusion, application, active participation,
etc.)
>> Learning different ways to present your ideas
and activities written materials for sponsors and
supporters, in meetings when presenting your project,
making posters or leaflets to communicate with other
young people, etc.
>> Learning new ways to express yourself when speaking
in front of your peers, officials, local people, etc.
>> Learning to communicate with others to listen to and
understand others, to show respect to other ideas, to
give constructive criticism, etc.
Yuppie examples on possible learning: knowing how to
write official letters, writing attractively to other young
people, being confident in running presentations, creating
short info for your team, being able to express critical
opinions in a respectful way)

>> What (other ways of communicating, new words, better


ways to express yourself, traditions in your language, etc.)
did you discover in your native language? Which elements of
the project helped you in that?
>> How did you communicate in your team (for example
meetings, e-mails, direct talks, telephone, SMS, written
messages, etc)? Did you have any special communication
code or methods? What was most effective for you? Why?
>> Did you face any problems to express yourself? In which
situations? What did you learn from that?
>> Which way (talking or writing, or maybe other) did you find
the most helpful to express your thoughts and feelings?
>> Do you feel now more self-confident when you want to
express yourself? In what way?
>> What else would you like to work further on to increase this
competence? In what way? Who and what can help you in that?
For Transnational Youth Initiatives
Since Transnational Youth Initiatives are created and
implemented together with at least one international partner
group, you communicate in your native language within your own
group and usually in foreign language with your partner group(s).
This could influence the development of your own and a foreign
language(s).
>> How did the communication in a foreign language influence
your communication in your mother tongue? Did that change
the way you look at your own language? How?
>> Did your partner learn something from your language? What?
Did you find expressions and sayings from your partners
language that were the same as in yours? Did you learn
something new about your own language by speaking and
listening to another language?

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Communication in foreign languages


The original wording of the key competence ....

Yuppie questions

... in a nutshell: using different language(s) in different


situations. Expressing your ideas, opinions, feelings, needs
and facts in a foreign language by listening, speaking,
writing and reading. Understanding others. Being open for
other cultures, habits and realities.

Before the project


>> Which foreign languages do you know already? On
which level can you talk, read, write, understand?
>> What would you like to learn?

Youth Initiative and communication in foreign languages.


During and after the project
During the preparation of the Youth Initiative project you
are invited to look for ideas and suggestions for your project
all over Europe. You can google different international
websites for that purpose. Sometimes you need to look for a
translation of some foreign expressions. Thus, you can learn
new words or phrases in foreign languages. Often you have
a chance to meet some people from abroad during your
project and learn from and with them.

Examples:
>> Learning new words in foreign languages
>> Learning new expressions in foreign languages
>> Learning new concepts, approaches, methods coming
from different countries

>> What (other ways of communicating, expressing


yourself, new phrases, structures, new words,
traditions, etc.) did you learn of a foreign language?
Which elements of the project helped you in that?
>> Did you face any problems to express yourself in a
foreign language? In which situations? How did you
deal with that? What did you learn from that?
>> Which way (talking or writing or maybe other) did you
find the most helpful to express your thoughts and
feelings in a foreign language?
>> What did you learn about other countries, nations or
cultures in your project?
>> Do you feel now more self-confident when you want to
express yourself? In what way?

>> Learning something new about different cultures


>> Being more confident when speaking a foreign language
>> Learning to understand others
>> Being more open toward people coming from different
countries and cultures

>> What else could you do to continue developing


yourself in this competence? Who and what can help
you in that?

B. Questions and answers

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Youthpass in Youth Initiatives

For Transnational Youth Initiatives


In Transnational Youth Initiatives you usually communicate
in a foreign language. Common work on the project creates
the great opportunity for learning and practicing foreign
languages. It fosters also intercultural exchange between
you and your partners and opens you to mutual diversity.
Very often partners communicate in a foreign language
which is not a native language for any of them.
>> What did you learn from your project partners
concerning your foreign language abilities? What did
they learn from you? List your learning fruits.
>> How did you communicate (e-mails, telephone, direct
face to face contacts)? What was the easiest and what
was the most challenging form of communication?
>> Does cooperation with an international partner motivate
you to learn more foreign languages? In what way?
>> Which elements of a foreign language are the most
challenging for you (grammar, listening, understanding,
speaking, writing, having self-confidence)? In what way?
What can you do to improve it?
>> What did you learn about different countries, nations
or cultures?
>> What else do you want to learn in this competence?
Who and how can help you?

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Mathematical competence and basic


competences in science and technology
The original wording of the key competence ....

Yuppie questions

... in a nutshell: calculating, budgeting, controlling and


planning expenses, solving problems, logic and critical
thinking, looking for data, needs analysis, presenting
facts by models and charts, being sensitive towards your
environment.

Before the project


>> What do you already know about the needs of your target
group?
>> What do you need to still find out to fine-tune your project?

Youth Initiatives and mathematical competence and basic


competences in science and technology
In Youth Initiatives you need to structure project ideas into
a coherent and logical frame to be presented to different
people and institutions. You learn financial management,
critical thinking and solving problems. You need to know
what is needed in your local area and to adjust your
activities to the needs of your target group.
In addition to that the themes of some projects are related
to science, environment protection, social issues etc. Ideas
developed by science are used and research and scientific
findings are integrated into the projects.

>> Do you have a plan for financial management?


>> What kind of data (numbers) do you need that can support
the project?
>> What would you like to learn? List your learning ideas.

During and after the project


>> Based on which needs did you prepare your project? How
did you find out what is needed in your local community?
>> Did you work with a budget, calculating and controlling
money or other resources, etc? If yes, how was it for you?
What did you learn?

Examples:
>> Assessing local needs. Who are we doing this project for
and why do they need it?
>> Financial management (as calculating the budget,
operating with different currencies, monitoring expenses
etc.)

>> How did you solve problems in your project? How did
you look for solutions? How did these solutions help?
>> How did you collect and present outcomes of your project to
others? Did you use any data, models, charts, etc? Did you
develop any new presentation skills? Which?
>> Did you get any new scientific knowledge? Which and how?

>> Presenting the project in form of numbers, charts,


models, etc.

>> How did you cope with new and unexpected situations in
your project?

>> Looking for data and interpreting them


>> Evaluating the outcomes of the project
>> Solving problems

>> Does your project contribute in any sense to science


development? How?
>> What else would you like to learn in this field? Who can help
you?

>> Dealing with any specific topic or theme linked with


science or technology
For Transnational Youth Initiatives
>> What did you learn from your partners concerning this
competence? What did they learn from you?

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Digital competence
The original wording of the key competence...
... in a nutshell: the use of information technology in your
free and working time as a means of communication.
Producing, storing, analysing information. Sharing
information via Internet. Using different media means such
as mobile phones, digital cameras, etc.environment.

Youth Initiative and the digital competence


You are using different digital tools for preparing, realising,
and evaluating the Youth Initiative project and showing the
results to the world outside, from collecting the information,
communicating within the team and with other partners to
promote the results and publishing the outcomes.

Examples:
>> Searching the Internet for information about Youth
Initiatives
>> Using the computer for filling in a project application
form
>> Learning new computer programmes and applications

During and after the project


>> Which digital media (computer, telephone, internet, camera,
etc.) did you use for preparation, realisation and follow up of
the project? What for?
>> How did you collect, store and work with information and
data in your project? Did you use the Internet for it?
>> Which new computer programmes and applications did you
use and learn? How did you use them?
>> Which digital means did you use to communicate with your
team and your partners? Did you create any communication
networks?
>> By what concrete actions did you improve your usage of
digital media? Did you learn it yourself or was there anybody
who helped you?
>> What was challenging for you in working with such digital
tools? Did you have any problems? How did you overcome
them?
>> Did you develop your confidence in using digital media? In
what way?

>> Communicating via e-mail, Skype, Facebook etc.


>> Using the internet, mobile phones, digital cameras and
other IT means for realising and documenting the project
and/or for promoting the results

>> Did you find reasons sometimes not to use digital media for
communication? In which cases?
>> What else would you like to learn in this area? Who can help
you?

Yuppie questions

For Transnational Youth Initiatives

Before the project

To set up, prepare and implement a project with partners who


are far away, using different internet tools becomes especially
useful and important.

>> What competences do you already have in this area?


What kind of digital means do you use and for what?
>> What would you like to learn in this area during your
project?

>> What did you learn from your partners in this area? What did
they learn from you?
>> Did you notice any intercultural differences in using
information technology?

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Learning to learn
The original wording of the key competence...
... in a nutshell: To be able to organize and manage ones
own learning. To set learning aims and objectives, identify
the best ways and means to reach them. To monitor and
evaluate ones own learning process. To know ones own
learning abilities and be able to use time, information
and learning opportunities in an optimal way. To develop
further on already gained experience and competences. To
be able to apply achieved competences and experiences in
ones personal, professional and social life. To know how to
increase ones motivation and self-confidence.

Youth Initiatives and learning to learn


Learning to learn is the crucial competence, which helps us
to reach all other competences. With your team you plan,
realise and evaluate the whole Youth Initiative project. You
need to have a strong ownership of the whole activity in
order to bring it to the end and to get out what you want.
You have to be motivated and disciplined to work together
on a long-term basis. And you need to take responsibility
for your commitment and performance.
The same goes for your individual learning: you set your
own learning aims and objectives, you reflect on your own
learning strengths and weaknesses and the ways you learn
best, you organise your own learning, you assess and keep
track of your development, you collect outcomes and report
the changes you went through.

Examples:
>> Learning new things about yourself as a learner how
do you learn best, with whom, in what situations, what
stimulates you, what blocks you etc.
>> Learning to learn from and with peers
>> Learning how to set individual aims and objectives for
yourself
>> Learning to give words to what you learnt
>> Learning how you can use the competences and
experience you already have in your project and what
you can learn to develop yourself further
>> Learning how to motivate yourself and what helps you
to feel more confident
>> Using concrete things you learnt in your project in other
situations at school, at work, at home etc.

Yuppie questions
Before the project
>> What are the things you learnt in your life that you are
most happy or proud of?
>> How do you learn best? What motivates you?

For more information please read chapter B1. How to


support learning.

>> What do you want to learn in your project?

During and after the project


>> What was your personal motivation to participate in
this project? What did you want to get out?
>> Did you plan your learning aims and objectives? Did
you reach them?
>> Did you learn things that you did not plan or expect to
learn? Which?

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>> Through which activities and roles/tasks you had in


your project did you develop yourself the most?
>> How did you learn? When was learning easy for you and
when was it challenging? In what way?
>> Who and what were supportive for your learning? What
kind of assistance did you need to improve yourself?
>> Was your development in the project different from
learning in school/work/university? In what way
>> Which methods did you use to monitor and evaluate
what you achieved?
>> How was it for you to be responsible for your own
learning?
>> What did you discover about yourself?
>> What else would you like to improve?
>> What did you learn as a group? How was it to work and
develop together with your peers? What did you learn
from each other?

For Transnational Youth Initiatives


>> What did you learn from your partners? What did they
learn from you?
>> Did you have an opportunity to share your learning
plans with people from your partner group and talk
about individual development? What came out?

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Social and civic competence


The original wording of the key competence...
... in a nutshell: To be able to participate in social, civic and
working life. To be able to deal with people coming from
different social and cultural backgrounds. To be able to cope
in a constructive way with conflicts. To have knowledge,
skills and attitudes needed to be active as a citizen. To
participate as much as possible in civic life at local, regional,
national, European and global level.

>> Intercultural development (dealing with diversity,


working with different groups, learning new traditions,
values, styles, organising cultural events and activities,
etc.)
>> Getting more knowledge and understanding about
structures, values and rules of civic society
>> Work on voluntary basis for your local community etc.

Youth Initiative and social and civic competence


The heart of the Youth Initiatives is about being active
and sensitive towards the needs of local communities. You
experience the feeling of belonging to the given group, local
community, region, country, Europe, world. Being a part
of a Youth Initiative means being in the middle of this key
competence. You work on your citizenship competences
and take action to change something instead of waiting for
others to do it for you.

Yuppie questions
Before the project

Examples:
>> Working on something that you see as important
for you, your friends and other young people in your
neighbourhood
>> Working with people who are excluded, have fewer
opportunities and perspectives or suffer from not being
able to find a place in rapidly changing societies

> What is your motivation to do something in your local


community? What kind of change do you wish there?
> What would you like to learn about being active in
society? How could you use it for your personal life?
> Would you call yourself an active citizen? Why?
> Who is for you a role model as an active citizen? Why?

>> Being active at local level trying to solve some


local problems, answer some needs of people in your
neighbourhood
>> Personal and interpersonal development (working in a
team, building trust, working on respect and tolerance,
increasing self-confidence, showing empathy, dealing
with uncertainty, making decisions, solving conflicts and
managing crises, etc.)

During and after the project


> How was it for you to be a part of your group? Of your
local community? Do you have the feeling of belonging?
What does it mean for you?
> What did you learn through meeting different people,
getting to know their diverse life situation? How did
personal contacts influence your development?

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For Transnational Youth Initiatives


> What kind of relationships did you build with different
people (with peers from your group, with your partners,
with people you worked for, etc.)?
> How do you see your role in your local community? What
can you do for others?
> Would you call yourself an active citizen? Why?
> How did your knowledge and understanding about the
society change after your project?
> How did your knowledge of local/regional/national
and/or European structures increase?
> How can you contribute to any social or environmental
initiatives around you?
> What else would you like to improve concerning these
competences?
> How did you work in your group? How were decisions
made? How did you make sure that everybody was
involved? What did you learn from that?

> What did you learn from your partners? What did they
learn from us?

> In what way is the understanding of active citizenship in
your partner country different from that in yours?

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Sense of initiative and entrepreneurship


The original wording of the key competence ....

Yuppie questions

... in a nutshell: to turn ideas into actions, to be creative and


innovative, to take risks, to plan and manage projects, to be
aware of different working contexts and be able to optimally
use given opportunities for ones development. To be aware
of ethical values.

Before the project

Youth initiative and sense of initiative and


entrepreneurship
Your Youth Initiative is based on creative ideas of young
people and your motivation to turn your dreams into reality.
You are able to create a group of common interest, work on
a common topic and bring change to your local community.
It requires planning and managing of the project, finding
different resources and support as well as cooperation
partners, contributing your ideas and time, developing
creative ways and coping with unexpected situations and
problems. It could also be the beginning of development of
talents, interests and future professions for the members of
your initiative group.

> What interests and talents would you like to develop


during your project? What do you need for it?
> What stimulates you to take an action? Do you know
how to make ideas a reality?
> What values are important for you when you think about
achieving your aims and working with others?
> Do you perceive yourself as a creative and innovative
person? In what way? What do you see as your talents?

During and after the project


> How was it for you to turn your idea into practice? Did
you enjoy the experience? In what way?
> In what part of the project could you express your
creativity?

Examples:
>> Turning an idea into a project
>> Planning and managing a Youth Initiative project

> How and from which situations did you learn about
taking initiative and being active?

>> Organising support and cooperation to realise your idea

> What did you learn about project management, action


planning, teamwork and cooperation, taking risks,
creativity and flexibility?

>> Using human resources and talents available in the


Youth Initiative group in an optimal way

> How is it for you to take initiative? How is it to follow


others?

>> Being creative and innovative in realising project


activities

> Which project experiences can you use for building up


your professional development?

>> Discovering new talents and future ideas for yourself

> What else would you like to learn in this area?


> What did you learn as a group?

For Transnational Youth Initiatives


> What did you learn from your partners? What did they
learn from you?

118

B. Questions and answers

B5. Youthpass in practice


Youthpass in Youth Initiatives

Cultural awareness and expression


The original wording of the key competence ....

Yuppie questions

... in a nutshell: To be creative in expressing ideas through


music, all possible ways of art, literature and theatre. To be
appreciative for expression of ideas through music, theatre,
literature and other forms of art. To be aware of ones own
cultural context and the cultural context of others.

Before the project

Youth Initiative and cultural awareness and expression


You are very creative in finding ways and forms of
organizing your ideas and expressing it in different ways.
It can concern the project itself (topics linked with music,
theatre, art, dancing etc) as well as methodologies where
different artistic and creative techniques and approaches are
used to express yourself and to make your project vivid and
attractive.

> What do you know about your local culture and history?
What would you like to learn more?
> Do you already use certain ways of artistic expression?
Which? In what way?
> What would you like to learn in this area?
During and after the project
> Did you meet new cultural expressions during your
project? If yes, how did it influence you?
> What kind of forms of cultural expression do you know in
your community? How would you describe them?

Examples:
>> Learning about your own culture, tradition and cultural
heritage
>> Learning to express yourself in a creative way

> Did you learn new ideas or methodologies for working


with art and culture? What, how and from whom did you
learn?

> In which context did you use creative and artistic tools
and methods?

>> Participating in or organizing festivals, exhibitions,


concerts

> Did you get more self-confidence in this area? How?

>> Involving local artists from different generations in the


project

> What did you discover about yourself in this


competence?

>> Learning about other cultures and sharing your culture


with the local community

> What do you still want to learn in this field?


> What did you learn as a group?

>> Using some artistic method such as painting, singing,


acting, writing, etc.

For Transnational Youth Initiatives


> What did you learn from your partners? What did they
learn from you?
> Did you see different cultural expressions in your
partner group? What did you learn from that?

Make sure to have a look at the Youth Initiatives part of the Youthpass website: http://www.youthpass.eu/en/
youthpass/for/youth-initiatives/. There you will find a lot of helpful hints,
methods and further support to carry out the Youthpass process alongside your Youth Initiative project!

C. Appendices

Editorial information

Published in March 2009 and re-vised in 2011 by the


SALTO-YOUTH Training and Cooperation Resource Centre
http://www.salto-youth.net/TrainingandCooperation/
(SALTO stands for Support, Advanced Learning and Training Opportunities
within the Youth in Action Programme) on www.youthpass.eu
SALTO-YOUTH Training and Cooperation Resource Centre is located at
Jugend fr Europa/German NA for the YiA Programme,
Godesberger Allee 142-148, D-53175 Bonn
youthpass@salto-youth.net
http://www.youthpass.eu
http://www.salto-youth.net/TrainingandCooperation/
Writing:
Manfred von Hebel, Paul Kloosterman, Darko Markovic
Editing and writing:
Mark Taylor
Coordination, writing and editing:
Rita Bergstein, Kristiina Pernits
Layout:
Projekt-PR, www.projekt-pr.de
Proofreading:
Yasmine Estaphanos, yasmine.e.t21@btinternet.com
A special thank you from the editor for their contribution goes to Milena
Butt-Posnik, Tony Geudens, Tanja Kaltenborn, Athanasios (Sakis) Krezios,
Sren Kristensen, Simona Molari, Vojislava Tomic, Gudrun Zipper and
all the participants and people who took part in Youthpass test phases,
Youthpass training courses, seminars and the people who send their
feedback during the last years to make Youthpass more lively and
concrete.
Reproduction and use for non-commercial purposes is permitted provided
the source www.youthpass.eu/youthpassguide is mentioned and
youthpass@salto-youth.net is notified.
This publication does not necessarily express the official views of the
European Commission or the SALTO Training and Cooperation Resource
Centre or the organisations co-operating with them.

C. Appendices

Notes on contributors

Rita Bergstein lives in Germany (Cologne) and is currently working for the
SALTO Training and Cooperation Resource Centre - main focus: Youthpass and
recognition of non-formal learning. Before that she was active as a trainer,
social worker and project manager at national and international levels. She
believes in the potential and value of non-formal learning and its contribution
to the lives of (young) people and to the world.
E-mail: rita@salto-youth.net

Paul Kloosterman (Dutch) is a freelance trainer, consultant and writer


based in Melito di Porto Salvo in Italy. He works for a wide range of projects
throughout Europe. Major areas of work are: learning to learn, training for
trainers, motivation, intercultural learning, working in international teams
and gender issues. He contributed as a co-author to amongst others the T-Kit
on Evaluation, the Evaluation CD.Rom and the Salto-booklet on working with
young offenders.
E-mail: paul@pameambro.org

Darko Markovic, Belgrade/Serbia, trainer, psychologist and psychodrama


therapist, one of the founders of Group Lets... (www.hajdeda.org.rs) and
the director of Inn.Side people and training (www.innside.co.rs). He is a
member of Council of Europe DYS Pool of Trainers and the SOHO trainers
team. His main areas of interest are intercultural communication/learning,
emotional intelligence, effective teamwork, training of trainers and EVS
related training courses. He works for better social recognition of non-formal
education at national and European level. TOY link: www.trainers.salto-youth.
net/DarkoMarkovic
E-mail: darkovic@eunet.rs

Mark Taylor is a freelance trainer and consultant currently based in


Strasbourg. Main professional interests include: competence development,
intercultural learning, international team work, human rights education
and training for trainers. In addition to training and consulting activities, he
has long experience of writing publications for an international public. In
addition to a regular column in Coyote magazine he has written the European
Portfolio for Youth Workers and Youth Leaders; and, as co-author, Madzinga:
Intercultural via experiential learning and outdoor education.
E-mail: brazavil.training@yahoo.com
Manfred von Hebel, educational scientist; born 1966; coordinator in the
German Agency for the Youth in Action Programme; from 2005 to 2008
national expert in the Youth policy unit of the European Commission DG
Education and Culture, in charge of recognition of non-formal and informal
learning and the development of Youthpass, former managing director of
a NGO network for youth and social work (Jugendsozialarbeit) in Hanover,
Germany.
E-mail: vonhebel@jfemail.de

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